Education | SEMINAR ON PROFESSIONAL ISSUES
G598 | 5945 | Dr. Rex Stockton


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

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 January 16, February 13, March 26, and April 9 will
initially meet in Room 1250.

January 16BRoom 2015 for computer sections.

8:30-8:45 - Course Overview and discussion of class topics (includes
ACES technology competencies assessment)

8:45-9:45- Ellen Surberg-Hospice

9:45-10:45- Tim Donovan

10:45-11:00 - BREAK

11:00-12:00 - Professor Stockton- Ethical Issues in Counseling

12:00-1:15 - LUNCH BREAK

1:15-2:15 - Professor Stockton- Suicide prevention strategies	

2:15-2:30 - BREAK

2:30-3:30 - Professor Stockton- How to evaluate research studies

3:30-4:00 - Discussion of paper topics and initial selection of
presentation teams

4:00-4:30 - Vision Question/Small group discussion

February 13BRoom 2015 for computer sections.

8:30-9:00 - Questions and Comments/Negotiating internal politics of
organizations

9:00-10:00 - Mental Health Counseling Professionals

10:00-10:30 - BREAK

10:30-11:30 - Kimble Richardson ¡V Mental health licensure and a
perspective on the field of mental      health

11:30-11:45 - Small Group Discussion

11:45-1:00 - LUNCH

1:00-2:15 - Mr. Gillie, World of Work and Professor Stockton:
Developing Professional Portfolios and other Career Building
Strategies

2:15-2:30 - BREAK

2:30-4:30 - Mr. Gillie- Counseling and the Internet (Part II)
(Computer Lab 2015)

March 26BRoom 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 - TBA

10:15-10:30 - BREAK

10:30-11:30 - TBA

11:30-12:00 - Class Discussion

12:00-1:00 - LUNCH

1:00-2:00 - Kelly Dunn- Counseling Resources available from the
State Department of Education

2:00-2:15 - Discussion of upcoming presentations

2:15-2:30 - BREAK

2:30-4:30 - Mr. Gillie- Counselors and the Internet Part IV (Room
2010)

April 9-Room 1250- Class presentations
-TO BE SCHEDULED

TOPICS RELATED TO CURRENT TRENDS AND ISSUES (presented by class
members):

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
Scott Gillie, G598 Consultant
Spring Semester 2004
Email gillies@indiana.edu

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

Resources:

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 Standards.


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 16, 2004

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 ¡V 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
conferencing)
- 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
E-mail:  gillies@indiana.edu


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 March 26th.  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¡¦s are due March 26th. 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.

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
ć	Copies of handout(s) 5 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

ćStudents should make appointment with site and coordinate times to
visit

ćAny relevant permissions should be obtained as necessary

ćAssess therapist roles, theoretical premises utilized, what you
learned

ćWhat is the mission of the organization?

ćWhat population(s) do they serve?

ćGeneral impressions of their overall organization

ƒáWrite report ¡V 1 page or less (bullet point or written in full),
single spaced

Workshop Guidelines

ćWrite a report on the conference

ćHow did you find out about this conference?

ćWhat is the conference focus?

ćWho were the speakers?

ćWhat did you learn?

Presentation Guidelines

ćSignificant preparation evident

ćEmpirical research cited, as relevant

ćBibliography handouts given

ćGeneral presentation handouts utilized as necessary

ćSupplemental handouts given if necessary

ćAppropriate technology utilized

ćPresenters demonstrate a lively and engaging style

ćQuestion and answer sessions planned for

ćDemonstrate appropriate timing of presentation

ćSequential flow demonstrated

ćPresenters use other means, as appropriate, to explicate and
instruct (BRIEF: video clips, exercises, demonstrations)