Education | Seminar on Professional Issues
G598 | 6210 | Dr. Rex Stockton

Instructor: 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. 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.

To understand the meaning of being a professional in the field of
To analyze and reflect upon issues that impact the field of
counseling now and in the future.
To investigate career options in the field of counseling.
To explore uses of technology, including the internet and web-based
To reinforce the concept of efficacy of intervention via a written
paper and presentation.
To examine strategies for influencing public policy as it relates to
the advancement of counseling.
To explore ethical decision-making.

*All classes on September 12, October 10, November 17, and December 5
will initially meet in Room 1225

September 12BRoom 2015 for computer sections.
8:30-9:00 -Course Overview and discussion of class topics (includes
ACES technology        competencies assessment)
9:00-10:00 - Ellen Surberg Hospice
10:15-10:30 - Vision Question and small group discussion
10:30-11:30 -Ethical Issues
11:30-12:00 -Discussion of paper topics and selection of presentation
12:00-1:15 - LUNCH BREAK
1:15-2:15 - How to evaluate research studies
2:15-2:30 - BREAK
2:30-4:30 - Mr. Gillie Counseling and the Internet (Part I) (Computer
Lab 2015)

October 10BRoom 2015 for computer sections.

8:30-9:30 -Questions and Comments/Negotiating internal politics of
9:30-10:30 -Mental Health Counseling Professionals
10:30-10:45 - Break
10:45-11:45 -School counseling licensure and placement Ms. Dorothy
Slota & Professor Stockton
11:45-1:00 -Lunch
1:00-2:1 -Kelly Dunn, Indiana State Dept. of Education and Christina
2:15-2:30 -Break
2:30-4:30 - Mr. Gillie Counseling and the Internet (Part II)
(Computer Lab 2015)

November 17BRoom 2015 for computer sections.
8:30-8:45 - Announcements, Questions, and Comments.
8:45-9:30 - Professional organizations and influencing public policy
Professor Stockton
9:30-10:30  - Crisis Intervention-Professor Stockton
10:30-10:45 - BREAK
10:45-11:45 - Professor Henry Karlson
11:45-1:15 - LUNCH
1:15-2:15 - Class Presentation
2:15-2:30 - BREAK
2:30-4:30 - Mr. Gillie Counselors and the Internet Part IV (Room

December 5-Room 1250 - Class presentations

Multicultural Counseling
Efficacy of Counseling
Anxiety disorders
At-Risk Clients
Peer Helping
Behavior Disorders
Efficacy of Intervention
Short-term treatment
Ethical Issues	Cognitive Psychology
Gender-specific counseling
Evaluation of Counseling
Counseling the Aging
At-risk students
Severe Personality Disorder
Counseling AIDS Patients
Group Counseling
School choice
Counseling and the internet
Developmental issues in counseling	Counseling Children
Substance Abuse Counseling
Crisis Counseling
Human Sexuality
Legal Issues
Treatment Plans
Marriage Counseling
Health Psychology

Technology and Mental Health
Scott Gillie, G598 Consultant
Spring Semester 2003

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
	The Ethics and Efficacy of Counseling on the Web
	Web Counseling Services

	ACES Statement of Technology Competencies for Counselors
	ACES Spectrum Study of Counselors' Technology Competencies
	NBCC Ethical Standards for Web Counseling
	National Career Development Association Internet Delivery
	Myths and Realities of Online Clinical Work by the ISMHO Case
Study Group
	Psychotherapy in Cyberspace by John Suler
	Cybertherapy: Is It Really Therapy? by Leonard S. Holmes

Assignment 1: 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 ten slides.

Class Session II: Electronic Professional Portfolios and Professional
Resources for Counselors
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
	Research Resources
3. Notes for February 14, 2003
Assignment 2: Identify three professional associations that most
closely represent your professional interests. Indicate whether you
are likely to join (or already have joined) and your rationale for
joining or not joining.

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 -- "Technopathology"
- Relationships over the Internet (chat, e-mail, and video
- Predation on the Internet
- Internet addiction
- Day trading
- Compulsive gambling
	Unintended consequences of technology
	Web Resources for Technology and Counseling
	ACES Statement of Technology Competencies for Counselors
	Internet Counseling Situations

Assignment 3: 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.
Please indicate any needed areas of competency that go beyond those
identified by ACES.
Scott Gillie
Indiana Career and Postsecondary Advancement Center
Smith Research Center, Room 150
2805 E. Tenth St.
Bloomington, IN 47408
Telephone:  812/855-8475

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 March 28th.  They are accepted any time before.

3.  Written Research Paper - focuses on efficacy of intervention.
The overriding purpose of the paper is to address efficacy of

Systems that employ counselors are moving rapidly toward brief
therapy and efficacious interventions.
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.

6.  Complete a series of short assignments and laboratory exercises
related to technology and technology assessment

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’s are due March 28th. 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 25, 2003.


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

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. 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				


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 in the introduction.
Subsections are included where appropriate.
Research which validates treatment theories and/or methodologies of
the area(s) defined is discussed.
At least some attempt is made to interpret the research findings,
including potential problems with the studies described.
When research findings are very limited, a description of "best
practices," as described by leading authorities, is included.
Implications of the research which can be generalized to clinical
practice are discussed.
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
Any relevant permissions should be obtained as necessary
Assess therapist roles, theoretical premises utilized, what you
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)