Education | Seminar in Professional Issues
G598 | 5507 | Dr. Rex Stockton

Text: Integrating Outcome Research into Counseling Practice and
Training by Sexton et al. 1997 American Counseling Association


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.

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 explore uses of technology, including the internet and web-based
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 September14, October 12, November 9, December 7 will
initially meet in Room 1225

January 18BRoom 0101 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
9:30-10:30 - Ellen Surberg RN-Hospice
10:30-10:45 - BREAK
10:45-11:45 - Education Career Services and Licensure- Dorothy Slota
11:45-12:00 - Discussion of paper topics and selection of presentation
12:00-1:00 - LUNCH BREAK
1:00-1:15 -Set up plan for individual field visits
1:15-1:45 - Ethical Issues in Counseling / Ethics in Web-based
1:45-2:15 - 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

February 15BRoom 0101 for computer sections.
8:30-8:45 -Questions, and Comments. Discussion of team reports
8:15-9:15 - Counseling as a Profession
9:15-9:30 -  BREAK
9:30-10:30 - World of Work: Developing Professional Portfolios and
other career building strategies
10:30-11:00 - Small group discussion - Generating legal questions of
11:00-12:00 -Mental Health counseling professional issues
(organizations, advocacy and licensure) - Kimble Richardson
12:00-1:00 - LUNCH
1:00-2:15 - Counseling and the Internet (Part II) (Computer Lab 2015)
2:15-2:30 - BREAK
2:30-3:15 - Counseling and the Internet (Part III) (Computer Lab 2015)
3:15-3:45 - Negotiating internal politics of organizations
3:45-4:30 - Small Group Discussion/Wrap-up

March 29BRoom 0101 for computer sections.
8:30-8:45 - Announcements, Questions, and Comments.
8:15-9:00 - Counselors and the World of Work / Portfolios
9:00-9:45 - Professional organizations and influencing public policy
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 presentations
12:00-1:30 - LUNCH
1:30-2:00 - Class Presentations
2:00-3:00 - School counseling - Rebecca Levin & Karen Lenfesty
3:00-3:15 - BREAK
3:15-4:30 - Counselors and the Internet Part IV (Room 2010)
April 26-Room 0101  - Class presentations (schedule to be announced
October 12)
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


AccountabilityDSM IV-TR UsageMulticultural
CounselingAssessmentEfficacy of CounselingAnxiety disordersAt-Risk
ClientsInterventionsPeer HelpingBehavior DisordersEfficacy of
InterventionShort-term treatment Ethical Issues	Cognitive
PsychologyEthicsGender-specific counselingEvaluation of
CounselingCounseling the AgingAt-risk studentsSevere Personality
DisorderCounseling AIDS PatientsGroup CounselingPreventionSchool
choiceCounseling and the internetDevelopmental issues in counseling	
Counseling ChildrenHospiceSubstance Abuse CounselingCrisis
CounselingHuman SexualitySupervisionDepressionLegal IssuesTreatment
PlansMarriage CounselingViolenceStress Health Psychology

Technology and Mental Health

Scott Gillie, G598 Consultant
Spring Semester 2002

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


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,

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

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
- 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.

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 29th.  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

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.
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
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.


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. 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:

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
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)