KEAN UNIVERSITY UNION, NEW JERSEY INTRODUCTION TO COUNSELING AND HUMAN SERVICES Tuesdays, 4:30 pm/Wednesdays, 7:30 pm
Course Number
CED 5910
Semester Hours
Three
Limit on Enrollment
20
Required:
Counselor Education degree Substance Awareness Coordinator Certification
Instructor
J. Barry Mascari, Ed.D., LPC, LCADC
Email Phone Fax Office Office Hours
[email protected] O – 908.737.3863 H-908.824.0627 (after 9 am) 908.766.7226 (call first) Hennings Hall - 310 M-2-5; T-2-3, 7:15-8; W-3-7; 10:15-10:45; TH- varies
Catalog Description: Introduction to philosophy, history and development of counseling and human services, theories and methods of counseling, and current research. Focus on self-exploration and self-awareness, and a foundation for all future counseling courses.
In order to ensure full class participation, any student with a disabling condition requiring special accommodation (e.g. tape recorders, special adaptive equipment, special note-taking or test-taking procedures) is strongly encouraged to contact the professor at the beginning of the course. Office hours and phone numbers are listed to insure confidential discussions of special needs.
I.
Course Objectives: Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge, skill application, and disposition needed in a professional counseling setting. The student will: A. Describe the philosophy and historical development of the counseling profession and related human services. (K, D) (CACREP: G.1.a, G.1.b, G.1.f, G.1.g, G.1.h; CMHC A.2, A.4; SC A.2, A.3, A.4) B. Demonstrate self-awareness, personal growth and development. (K, S, D) (CACREP: G.1.d, G.5.b, G.2.e; SC D.1) C. Identify the ethical and legal standards of counseling. (K, S, D) (CACREP: G.1.d, G.1.j; CMHC A.2; SC B.1) D. Evaluate current practices, principles, and theories in counseling and the resources and tools used by the professional counselor. (K, S) (CACREP: G.5.d; CMHC J.1; SC J.1)
II.
Course Content A. Philosophy and historical development of the counseling profession and related human services (K, D) 1. Counseling as a separate and distinct mental health profession a. Origins and roots of the counseling movement b. Parallels between development of counseling and cultural changes c. The role of the counselor in relation to the role of other professionals 2. The qualities of an effective counselor a. Contributions to good outcomes in counseling (shared components) b. Common factors and empirically supported therapies debate 3. The relationship of counseling services to the total educational program a. counselors, specialists, teachers, administrators, and the community b. community resources c. Local, state, and national initiatives and programs 4. Technology and the counseling profession a. Use of computers in assessment b. Adaptive aids for special populations c. Record-keeping/counselor notes 2
5. Multicultural counselor competencies B. Self-awareness, personal growth and development (K, S, D) 1. Process of values self-assessment 2. Effect of personal development on counseling effectiveness 3. Development of personal growth plan C. Ethical and legal standards of counseling (K, S, D) 1. Need for codes of professional conduct 2. ACA Code of Ethics and Standards of Practice 3. Other affiliates’ codes a. NBCC Code of Ethics b. AMHCA c. ASCA 4. New Jersey Licensed Professional Counselor law a. Portability and other state laws 5. Ethical and moral dilemmas 6. Legislation and the rights of the disabled D. Current practices, principles, and theories in counseling 1. Importance of theory a. Philosophical, historical, and ethical components of theory b. Effects of value systems on theoretical orientation c. Connecting theory to case conceptualization 2. Major counseling theories a. Psychoanalytic/Psychodynamic Approach i. Freudian Psychoanalysis ii. Jungian Psychology iii. Adlerian Individual Psychology iv. Object Relations Approach b. Gestalt Approach (Perls) c. Existential/Humanistic Approaches i. Existential roots (Frankl, Fromm, May) ii. Person-Centered Approach (Rogers) iii. Other related theories (Glasser-Reality Approach) d. Cognitive and Behavioral Approaches 3
i. Behavioral therapies (Skinner) ii. Cognitive-Behavioral Approaches (Beck, Michenbaum) iii. Rational Emotive Behavior Therapy (Ellis) e. Systems Approaches i. Family Therapy Approaches f. Brief Solution Focused Approaches g. Integrating theory i. Technical Eclecticism (Lazarus-Multimodal) ii. Integrative Innovations III.
Methods of Instruction A. Lectures B. Assigned readings C. Class discussions D. Audio-visual presentations E. Guest speakers F. Group problem-solving G. Simulations and role playing
IV.
Methods of Evaluation A. Classroom discussion/participation/attendance (K, S, D) – 10 points B. Self-analysis paper (D) – 10 points, CG/NCG C. Student journal (K, S, D) – 25 points (10/10-CG/NCG +5 quality points) D. Literature review paper (K, S) – 25 points E. Comprehensive final examination (K, S, D) – 30 points Final grade scale* A=100-93 A-=90-92 *C+=77-79 *C=73-76
B+=87-89 *C-=70-72
B=83-86 B-=80-82 *Below 70=F
*Note: All students in the Counselor Education degree program MUST receive a grade of ―B‖ or higher, or must repeat the course before continuing in the program. Enrollment in CED5950 (Principles & Procedures of Counseling) is denied until successfully completing CED 5910 and CED 5962. 4
See the Counselor Education Department Handbook for additional information about course grades and academic integrity (cheating). Attendance is expected in all courses. Attendance is a component of the grade. Students are responsible for informing the instructor in advance or in a timely manner of the reasons for their absence. Instructors in consultation with their department chairs are expected to respect university practices and policies regarding what counts as an excused absence. Typically excused absences include illness, bereavement, or religious observances. Serious tardiness may be dealt with at the discretion of the instructor. (Adopted 8/07) Students are responsible to become familiar with, and will be held accountable for, the information on the following Web sites: Academic Integrity at: www.kean.edu/forms/AcademicIntegrity.pdf Student Code of Conduct at: www.kean.edu/~conduct V.
Required Texts:
Day, S. X. (2008). Theory & design in counseling & psychotherapy (2nd ed.). Boston, MA: Lahaska Press/Houghton Mifflin. Perrin, R. (2012). Pocket guide to APA style (4th ed.). Boston: Houghton Mifflin. VI.
Suggested Texts
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author Day, S. X, & Pedersen, P. (2005). Acquiring clinical judgment: A workbook/casebook to accompany theory & design in counseling & psychotherapy. Boston: Lahaska Press/Houghton Mifflin. Erford, B. (Ed.). (2009). The ACA encyclopedia of counseling. Alexandria, VA: American Counseling Association. VII.
Course Assignment
For detailed course materials and more information about assignments go to: https://public.me.com/jbarrymascari A. Self-analysis paper – selecting 2 prejudices you hold and analyzing how long you held them, how they came about, and how you see them potentially affecting your work as a counselor.
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B. Student journal – the course materials detail each entry, however the journal is your chance to self-evaluate your progress and understanding of readings and in class activities by making at least one entry every week (more is advisable). C. Literature review paper – an APA formatted paper (see grading rubric in course materials) designed to help learn format as well as writing a literature review. Topics related to course materials are of the student’s choosing with the professor’s approval, but recommendations for topics will be made. The body of the literature review should be 5 pages minimum. D. Comprehensive final examination – consisting of short answer (paragraph) and essays, the exam will address 4 major areas: What works in counseling & professional issues such as history, trends, and counselor identity; cases involving ethics issues; major theories; a case application including case conceptualization.
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Tentative Course Schedule Date Week 1 1/24-25/12
Week 2
Topics/Activities
Reading/Assignments Due
Review Course Requirements & Intros Historical Perspectives; Ingredients Historical Perspectives; Ingredients
None
Ethical and Legal Aspects of Professional
Salting the…(article)
Counseling Ethical & Legal (continued)
DUE: Self-analysis paper
Sand Tray & its applications Treating the trauma narrative Psychoanalytic/Psychodynamic/Adlerian
TBA
1/31-2/1
Week 3
―Tools‖/Text-Chap. 1; Article: It’s time for licensing boards to require CACREP Text, pp. 48-76; ACA Code of Ethics
2/7-8
Week 4 2/15-15
Week 5 2/21-22
Week 6 2/28-29
Week 7
Gestalt/Transactional Analysis Approaches
3/6-7
Week 8
Handouts/Text, pp. 23-34, 41-45; Chap. 5 & 6 – pp. 147, 149, 152-160, 163-165, 174-193, 197199. Text, Chap. 9 pp. 265-287, 295-297. DUE: Journal Part I
Existential/Humanistic/Person Centered
Text, Chap. 7 & 8 pp. 204-228, 233-255, 257.
Person Centered/Cognitive Behavioral
(previous readings) Also, pp. 303-311, 317-319, 322, 333-335, 357-369, 372-376, 377-378, 386, 394-395. Text, Chap. 10 & 11 DUE: Literature review
3/13-14 (3/19-20 break)
Week 9 3/27-28
Week 10 4/3-4
Week 11 4/10-11
Week 12
Behavioral/Cognitive-Behavioral EMDR & trauma brain research Brief Solution Focused Approach Motivational Interviewing Multimodal & Integrative Approaches
Handout Ch.14, pp. 492-502, 513-518
4/17-18
Week 13 4/24-25
Week 14
Integrating theory to practice/ EXAMINATION REVIEW IN-CLASS FINAL EXAMINATION
Handout
Exam review & recapitulation
NONE
DUE: Journal Part II
5/1-2
Week 15 5/8-9
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#
CACREP Standard
CORE STANDARDS G.1.a history and philosophy of the counseling profession;
Course Assessment Plan Learning Experience Classroom discussion Powerpoint: Historical Perspectives; Ingredients Reading: Tools‖/Text-Chap. 1;
Assessment Final examination
Article: It’s time for licensing boards to require CACREP
G.1.b
professional roles, functions, and relationships with other human service providers, including strategies for interagency/inter organization collaboration and communication
Classroom discussion Powerpoint: Historical Perspectives; Ingredients
counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event
Classroom discussion Powerpoint: Historical Perspectives; Ingredients Reading: Sand Tray and trauma
G.1.d
self-care strategies appropriate to the counselor role;
Powerpoint:
Creating a preliminary self—care plan for the journal
G.1.f
professional organizations, including membership benefits, activities, services to members, and current issues
Powerpoint: Historical Perspectives; Ingredients Reading: articles in ―toolkit‖
Final exam List current issues facing the profession
G.1.g
professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues
Classroom discussion Powerpoint: Historical Perspectives; Ingredients Reading: articles in ―toolkit‖
Final exam List certifications & licenses eligible for after the degree OR additional training needed
G.1.h
the role and process of the professional counselor advocating on behalf of the profession
Powerpoint: Historical Perspectives; Ingredients Reading: articles in ―toolkit‖
Develop a Professional Advocacy list & benefits of membership
G.1.j
ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal consideration in professional counseling
Small group case studies of ethical diemmas & presenting to the class Powerpoint: Ethical and Legal Aspects of Professional Counseling Reading: Text, pp. 48-76; ACA
Identify relevant sections of ACA Code
G.1.c
List* an idea for interagency collaboration
*List in all cases means in the journal Identify organizations that provide emergency management assistance List sources for training & CEU’s
Article: It’s time for licensing boards to require CACREP
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Code of Ethics, Salting the Slippery Slope
G.2.e
counselors’ roles in developing cultural selfawareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and
Classroom discussion following return of selfanalysis papers
Self-analysis paper Entry into journal
G.5.a
an orientation to wellness and prevention as desired counseling goals
Small group activity Powerpoint: Historical Perspectives; Ingredients
Create a list of-difference of & definition of counseling
G.5.b
counselor characteristics and behaviors that influence helping processes
Small group activity Powerpoint: Historical Perspectives; Ingredients Reading: Text-Chap. 1
Present to class-characteristics of effective counselors Continuous Self-Assessment form for Approaches
G.5.d
counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling
Small group case analysis of videos & written cases Powerpoints: Theoretical approaches Videos: Theoretical approaches Reading: Chapters 5-11
Presentation to the class Journal entries Continuous Self-Assessment form for Approaches
Powerpoint: Ethical and Legal Aspects of Professional Counseling Reading: ACA Code of Ethics; Text pp. 48-76
See G.1.j
See G.1.g
See G.1.g
A.2
A.4
CMHC STANDARDS Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling
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J.1
A.2
Applies relevant research findings to inform the practice of clinical mental health counseling . SC STANDARDS Understands ethical and legal considerations specifically related to the practice of school counseling
Small group activity – what works Reading: Text, pp. 48-76, AMHCA Code
Small group ethical case studies Powerpoint: Reading: Text, pp. 48-76,
Entry of ―what works‖ (best practice & evidence based practice) Continuous Self-Assessment form for Approaches See G.1.j
ASCA Code
A.3
A.4
D.1
J.1
Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school . Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling . Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms
See G.1.b
See G.1.b
See G.1.g
See G.1.g
Discussion following return of papers Powerpoint: Reading: Multicultural counseling competencies
Self-analysis (prejudice) paper Journal entries Entry into journal
Applies relevant research findings to inform the practice of school counseling
Small groups develop a consensus list Powerpoint:
List of what works (effective practice) in school counseling
VIII. BIBLIOGRAPHY A. Current Print Brown, C. & Agusta-Scott, T. (2007). Narrative therapy. Thousand Oaks, CA: Sage. Corsini, R. J., & Wedding, D. (Eds.), (2007) Current psychotherapies (7th ed.). Itasca, IL: Peacock. Cottone, R. R., & Tarvydas, V.M. (2007). Counseling ethics and decision making (3rd ed.). Upper Saddle River, NJ: Pearson.
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Duncan, B. L., Miller, S., Wampold, B. E., & Hubble, M. A. (2011). The hear & soul of change: What works in therapy (2nd Ed.). Washington, DC: APA. Gladding, S. T. (2006). Counseling: A Comprehensive Profession (5th ed. rev). Upper Saddle River, NJ: Prentice Hall. Mascari, J. B., & Webber, J. (2008). Keeping up with the Facebook and MySpace Generation: What Counselors Can do. VISTAS 2008: ACA Online Database of Counseling Resources Library. Alexandria, VA: American Counseling Association. http://www.counselingoutfitters.com/vistas/vistas_2008_Title.htm Mascari, J. B. (2007). The American Association of State Counseling Boards. In Erford, B. (Ed.). The ACA encyclopedia of counseling. Alexandria, VA: American Counseling Association. Mascari, J. B., & Webber, J. (2006). Salting the slippery slope: What licensing violations tell us about preventing dangerous ethical situations. In G. Waltz, Bleuer, & R. Yep (Eds.), VISTAS: Compelling perspectives on counseling 2006. Alexandria, VA: American Counseling Association. Mascari, J. B., Webber, J., Seymour, L., & Lukach, J. (Eds.), (2005). The New Jersey school counseling initiative: A framework for developing your comprehensive school counseling program (2nd ed) [Electronic version]. Milltown, NJ: NJSCA. http://www.njsca.org/pdf/contents.pdf Mobley, J. A. (2005). An integrated existential Approach to counseling theory and practice. Lewiston, NY: The Edwin Mellen Press. Palmer, L., Webber, J., & Mascari, J. B. (2006). Post-degree/pre-licensure supervision. In Leong, F.T.L. (Ed.). Encyclopedia of Counseling: Volume I. New York: Sage. Prochaska, J. O., & Norcross, J. J. (2007). Systems of psychotherapy: A transtheoretical analysis (6th ed.). Belmont, CA: Thompson Higher Education. 11
Prout, H. T., & Brown, D. T. (Eds.). (2007). Counseling and psychotherapy with children and adolescents. Hoboken, NJ: Wiley. Remley, T.P., & Herlihy, B. (2007). Ethical, legal, and professional issues in counseling. Upper Saddle River, NJ: Prentice-Hall. Roysircar, G., Sandhu, D. S., & Bibbins, V. (Eds.). (2005). Multicultural competencies: A guidebook of practices. Alexandria, VA: Association for Multicultural Counseling and Development. (AMCD). Webber, J., & Mascari, J. B. (2008). Integrating sand tray into trauma counseling: An introduction. Journal of Trauma Counseling International, 1(2) http://traumacounselors.com/current.html Webber, J., & Mascari, J. B. (2008). Sand Tray Therapy and the Healing Process in Trauma and Grief Counseling. VISTAS 2008: ACA Online Database of Counseling Resources Library. Alexandria, VA: American Counseling Association. http://www.counselingoutfitters.com/vistas/vistas_2008_Title.htm Webber, J. & Mascari, J. B. (2007). Multimodal approaches in counseling. In Erford, B. (Ed.). The ACA encyclopedia of counseling. Alexandria, VA: American Counseling Association. Webber, J., & Mascari, J. B. (2006). Counselors or educators? Strengthening the professional identity of school counselors [Electronic version]. VISTAS 2006: ACA Online Database of Counseling Resources Library. Alexandria, VA: American Counseling Association. http://www.counseling.org/Resources/ Webber, J., & Mascari, J. B. (Eds.)(2010). Terrorism, trauma and tragedies: A counselor’s guide to preparing and responding (3rd ed.). Alexandria, VA: American Counseling Association Foundation. B. Classic and Seminal Works Aspy, D. N., Aspy, C. B., Russel, G., & Wedel, M. (2000). Carkuff’s human technology: A 12
verification and extension of Kelly’s (1997) suggestion to integrate the humanistic and technical components of counseling. Journal of Counseling and Development, 78, 414-423. Atkinson, D. R., Worthington, R. L., Dana, D. M., & Good, G. E. (1991). Etiology beliefs, preferences for counseling orientation, and counseling effectiveness. Journal of Counseling Psychology, 38(3), 258-26 Bailey, K. G., Wood, H. E., & Nava, G. R. (1992). What do clients want? Role of psychological kinship in professional helping. Journal of Psychotherapy Integration, 2(2), 125-147. Belansky, E. S., & Boggiano, A. K. (1994). Predicting helping behaviors: the role of gender and instrumental/expressive self-schemata. Sex Roles, 30(9-10), 647-661. Berry, C. W., & Sipps, G. J. (1991). Interactive effects of counselor-client stimulating and client self-esteem on termination type and number of sessions. Journal of Counseling Psychology, 38(2), 120-125. Boisvert, C. M., & Faust, D. (2003). Leading researchers’ consensus on psychotherapy research findings: Implications for the teaching and conduct of psychotherapy. Professional Psychology: Research and Practice, 34 (5), 508-513. Bott, D. (1994). A family systems framework for intervention with individuals. Counseling Psychology Quarterly, 7(2), 105-115. Carkuff, R. R. (2000). The art of helping in the 21st century (8th ed.). Amherst, MA: Human Resource Development Press. Christopherson, E. R., & Mortweet, S. L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, DC: APA. Chwalisz, K. (2001). A common factors revolution: Let’s not ―cut off our discipline’s nose to spite its face. Journal of Counseling Psychology, 48, 262-267. Conoley, C. W., Pardula, M.A., Payton, D. S., & Daniels, J. D. (1994). Predictors of client implementation of counselor recommendations, match with problems difficulty level, and 13
building on client strengths. Journal of Counseling Psychology, 41(1), 3-7.
Constantino, M. (2001). Multicultural training, theoretical orientation, empathy, and multicultural case conceptualization ability in counselors. Journal of Mental Health Counseling, 233, 357-372. Corey, M. S., & Corey, G. (1998). Becoming a Helper (3nd ed.). Pacific Grove, CA: Brooks/Cole. Cottone, R. R. (1992). Theories and Paradigms of Counseling and Psychotherapy. Boston: Allyn and Bacon. Davidson, P. R., & Parker, K. C. (2001). Eye movement desentization and reprocessing (EMDR): A meta-analysis. Journal of Consulting and Clinical Psychology, 69, 305-316. Festinger, D. C., Lamb, R. J., Kountz, M. R., & Marlowe, D. (1995). Pretreatment dropout as function of treatment delay and client variables. Addictive Behaviors, 20 (1), 111-115. Gilliland, B. E., James, R. K., & Bowman, J. T. (1994). Theories and Strategies in Counseling and Psychotherapy. Boston: Allyn and Bacon. Gottleib, M. C. & Cooper, C. C. (2002). Ethical and risk management issues in integrative therapy. In F. W. Kaslow & J. Lebow (Eds.), Comprehensive handbook of psychotherapy. Vol.4: Integrative/Eclectic (pp. 557-568). New York: Wiley. Hansen, J. T. (2002). Postmodern implications for theoretical integration of counseling approaches. Journal of Counseling and Development, 80, 315-321. Hollon, S. D., Thase, M. E., & Markowitz, J. C. (2002). Treatment and prevention of depression. Psychological Science in the Public Interest, 3, 39-77. Ivey, A. E. (2002). Intentional interviewing and counseling. New York: Wadsworth. Iwakabe, S., Rogan, K., & Stalikas, A. (2000). The relationship between client emotional expressions, therapist interventions, and the working alliance: An exploration of eight emotional expression events. Journal of Psychotherapy Integration, 10, 375-401. 14
Kottler, J. A. (1993). When clients don’t get better: Facing failure as a counselor, American Counselor, 14-19. Larrabee, M. J., & Miller, G. M. (1993). An examination of sexual intimacy in supervision. Clinical Supervision, 11(2), 103-126. Longo, D. A., Lent, R. W., & Brown, S. D. (1991). Social cognitive variables in the prediction of client motivation and attrition. Journal of Counseling Psychology, 39(4), 447-452. Martin, D., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical Psychology, 66, 832-837. Miller, W. R., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change. NY: Guilford. Norcross, J. C., Hedges, M., & Prochaska, J. O. (2002). The face of 2010: A Delphi poll on the future of psychotherapy. Professional Psychology: Research and Practice, 33, 3160-322. Norman, J., Rosvall, S. B. (1994). Help seeking behaviors among mental health practitioners. Clinical Social Work Journal, 22(4), 449-460. Pederson, F. B., & Ivey, A. (1993). Culture-centered counseling and interviewing: A practical guide. Westport, CT: Praeger. Proctor, E. K., & Davis, L. E. (1994). The challenge of racial differences: Skills for clinical practice. Social Work, 39(3), 314-323. Sanders, G. L., & Kroll, I. T. (2000). Generating stories of resilience: Helping gay and lesbian youth and their families. Journal of Marital and Family Therapy, 26, 433-442. Seligman, L. (2001). Systems, strategies, and skills of counseling and psychotherapy. Upper Saddle River, NJ: Prentice-Hall. Seligman, M. E. P. (1995). The effectiveness of psychotherapy: The Consumer Reports study. The American Psychologist, 5(12), 965-974. 15
Shapiro, A. F., Gottman, J. M., & Carrere, S. (2000). The baby and the marriage: Identifying factors that buffer against decline in marital satisfaction after the first baby arrives. Journal of Family Psychology, 14, 59-70. Sharf, R. (2000). Theories of psychotherapy and counseling (2nd ed..). Belmont, CA: Brooks/Cole. Smith, K. J., Subich, L. M., & Kolander, C. (1995). The transtheoretical model’s stages and processes of change and their relation to premature termination. Journal of Counseling Psychology, 42 (1), 34-39. Todisco, M. & Salmone, P. R. (1991). Facilitating effective cross-cultural relationships: The white counselor and the black client. Journal of Multicultural Counseling and Development, 19(4), 146-157. Tracey, T. J. (1993) An interpersonal stage model of the therapeutic process. Journal of Counseling Psychology, 40(4), 396-413. Wampold, B. E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Lawrence Earlbaum Associates. C. Non Print Media Counseling with Choice. ACA: 2001. Dr. William Glasser. Therapy: The New Reality Therapy Three Approaches to Psychological and Psychotherapy Educational Films: 1965 Albert Ellis – Rational Emotive Therapy Fritz Perls – Gestalt Psychotherapy Carl Rogers –Person Centered Approach Counseling Theory in Practice Series. Houghton Mifflin: 2004 Cognitive Behavioral Theory in practice Existential-Humanistic Theory in practice Family Theory in practice Feminist Theory in practice 16
Object Relations Theory in practice D. Websites American Counseling Association http://www.counseling.org National Board of Certified Counselors http://www.nbcc.org NJ Professional Counselor Examiners http://www.state.nj.us/lps/ca/medical/procounsel.htm HPSO Insurance Risk Management articles http://www.hpso.com/resources/articles-index.jsf Insurance/malpractice legal cases http://www.hpso.com/case-studies/casestudy-article/264.jsp Personal Health & Safety To be prepared for the flu and have minimal impact on your classroom studies, we are asking that if you have a fever of 100 or higher, a sore throat and cough at any time during the semester - PLEASE STAY HOME from class. In order to avoid an academic penalty, you must alert this professor immediately before class of your absence and request any missed class materials and assignments. All assignments will only be obtained upon email request. If you require medical attention see your primary care provider and/or Kean University Health Services located in Downs Hall. Proactive things you can do to prevent you and/or your family from getting ill.... - Vaccination is the single best way to prevent flu + Get Vaccinated for Seasonal Flu + Get Vaccinated for H1N1 (series of two shots given within 3 weeks) - Stay home when you are sick - Wash your hands often with plain soap and water - When hand washing is not possible, use of a hand sanitizer gel with 60% alcohol is recommended - If you have to use an alcohol sanitizing gel, wash your hands with soap and water as soon as practicable after using the hand sanitizer - Social distancing (where possible) of 6 feet or more - DO NOT USE YOUR HANDS when sneezing or coughing. Cover the almost invisible droplets by coughing or sneezing into your elbow or arm - Avoid touching your eyes, nose or mouth - Limit use of over the counter disinfectants when cleaning. Use steam sanitizing where possible * Because hand sanitizers are alcohol based, excessive use can dry out the skin and possibly contribute to dermatitis especially in the cold, dry months of the year. Some hand sanitizers may contain pesticides. Read labels carefully. 17
