Biographical Human Development Paper
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SyllabusforFall2019HumanGrowthandDevelopment.pdf
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Course Syllabus Jump to Today
NOVA SOUTHEASTERN UNIVERSITY
COLLEGE OF PSYCHOLOGY
DEPARTMENT OF COUNSELING
COURSE SYLLABUS
1. Course Information
Course Number and Title: PYCL 0512 – Human Growth and Development
Credit Hours: 3
Course CRN, Section, and Location: PYCL-0512-E09_23628; Weekend Intensive
Semester and Year: Fall 2019
Course Start and End Dates: October 14 - December 8 , 2019
1. Instructor Information
Professor:
Anna K. Owens, Ph.D.
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Assistant Professor
[email protected] (mailto:[email protected])
Office Location: Maltz, Room 2041. By appointment only but would LOVE to meet with you!
Office Hours and Communication: By appointment; Please use Canvas Course Messages for instructor contact.
III. Class Schedule and Location: Maltz Room 2058
Dates and Class Meeting Times:
Weekend Format: Course Meeting Dates
Nov. 8, 9, 10 2019
Dec. 6, 7, 8 2019
Class Meeting Times: Fridays 6:00 p.m. - 10:00 p.m.
Saturdays 9:00 a.m. - 5:00 p.m.
Sundays 9:00 a.m. - 5:00 p.m.
*Mandatory: Students must be in attendance for ALL scheduled class time.
Tardiness will be reflected in participation points.
1. Course Description
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This course covers how developmental maturation and social learning impacts individuals across the lifespan. Theory and research in social development and learning are covered in topics for mental health and school counselors.
1. Learning Outcomes
Course Objectives:
Upon completion of this course, students will be able to:
1. Understand theories of individual and family development across the lifespan. [2. F. 3. a.] 2. Understand theories of learning. [2. F. 3. b.] 3. Understand theories of normal and abnormal personality development. [2. F. 3. c.] 4. Understand theories and etiology of addictions and addictive behaviors. [2. F. 3. d.] 5. Understand individual, biological, neurological, physiological, systemic, spiritual, and environmental factors
that affect human development, functioning, and behavior. [2. F. 3. e., F. 3. f.] 6. Understand the neurobiological and medical foundation and etiology of addiction and co-occurring
disorders. [CMHC 1. d.] 7. Understand effects of crisis, disasters, and other trauma-causing events on diverse individuals across the
lifespan. [2. F. 3. g.] 8. Understand "a general framework for understanding differing abilities and strategies for differentiated
interventions.” [2. F. 3. h.] 9. Understand "ethical and culturally relevant strategies for promoting resilience and optimum development
and wellness across the lifespan.” [2. F. 3. i.]
MCAP: Certified Master’s Level Addiction Professional applicants must complete and document to the Florida Certification Board (FCB) that they have a minimum of 350 hours of content specific training, with minimum hour requirements for each content specific domain. This course will provide a total of 45 hours in the following domains:
MCAP Domain 3 - Counseling: 5 hours MCAP Domain 5 - Client, Family and Community Education: 30 hours MCAP Domain 10 - Application to Practice/Professional Readiness: 10 hours
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Key Performance Indicator (KPI) and Additional Learning Outcomes:
Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Human Growth and Development. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.
1. Neurobiological and medical foundation and etiology of addiction and co-occurring disorders [CMHC 1. d.] 2. Theories of individual and family development across the lifespan [2. F. 3. a.] 3. Theories of learning [2. F. 3. b.] 4. Theories of normal and abnormal personality development [2. F. 3. c.] 5. Theories and etiology of addictions and addictive behaviors [2. F. 3. d.] 6. Biological, neurological, and physiological factors that affect human development, functioning, and
behavior [2. F. 3. e., F. 3. f.] 7. Systemic and environmental factors that affect human development, functioning, and behavior [2. F. 3. e.,
F. 3. f.] 8. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan [2. F. 3. g.] 9. A general framework for understanding differing abilities and strategies for differentiated interventions [2. F.
3. h.] 10. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness
across the lifespan [2. F. 3. i.]
Students will demonstrate competency via successful completion of the following key performance indicator required task:
Key Performance Indicator Assignment: Biographical Human Development Paper
.
1. Material and Resources
Required Text:
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There is 1 required textbook for this course. I recommend renting the Ivey book if possible:
Wong, D. W., Hall, K. R., Justice, C. A., & Hernandez, L. W. (2015). Counseling individuals through the lifespan. Thousand Oaks, CA: Sage.
ISBN-13: 978-1452217949
Recommend Text:
Ivey, A. E., Ivey, M. B., Myers, J. E., & Sweeney, T. J. (2005). Developmental counseling and therapy: Promoting wellness over the lifespan. Belmont, CA: Wadsworth.
Additional Required Readings: *Additional Journal articles will be added into the module sections on Canvas (see course schedule)
Required Course Resources: (located at https://sharklink.nova.edu (https://sharklink.nova.edu) ):
1. NSU Email Account 2. Canvas Course Management System Access
VII. Course Schedule and Topic Outline
Calendar of Topics/Assignments
PYCL 0512 – Human Growth and Development
Date Objectives and Chapters
Readings/Assignments CACREP
Standards
Introductions,
Exchange contact info with at least 2 classmates; network and share personal journey
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Week 1
10/14/19
Review of syllabus, Course Overview, and Assignment details
Chapter 1: Basics of Human Growth and Development
stories!
Read: Wong et al. CH 1
Due: Discussion Board Post #1
Discussion and peer posting response due by Thursday/Sunday deadlines
2. F. 1. a.
CMHC 1. a.
Week 2 10/21/19
Chapter 2: Theories of Human Development
Chapter 3: Conception, Prenatal Development
Read: Wong et al. CH 2
And
A Motivational Theory of Life-Span Development article
Read: Wong et al. CH 3
Due: Discussion Board Post #2
Discussion and peer posting response due by Thursday/Sunday deadlines
2. F. 1. b.
2. F. 1. d
Week 3
Chapter 4: Infancy (Birth to 24 months old)
Read: Wong et al. CH 4
2. F. 3. a.
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10/28/19
Chapter 5: Toddlerhood (Ages 1 to 3)
Read: Wong et al. CH 5
Due: Discussion Board Post #3 Discussion and peer posting response due by Thursday/Sunday deadlines
2. F. 3. c.
Week 4
11/04/19
Chapter 6: Preschool/ Early School Age (Ages 3- 6)
Chapter 7: Middle Childhood (Ages 6-12)
Read: Wong et al. CH 6
And
Shonkoff & Phillips (2000). From Neurons to Neighborhoods, chapters 2 and 8- You can get it free online at http://www.nap.edu /catalog.php? record_id=9824
(Be prepared to have a class discussion)
Read: Wong et al. CH 7
Due: Discussion Board Post #4 Discussion and peer posting response due by Thursday/Sunday deadlines
2. F. 3. g.
2. F. 3. h.
Weekend #1
Friday 11/8
Saturday 11/9
Sunday 11/10
Modules 1-8
In class review of Modules 1-8
Friday 11/8: Introductions, Review of syllabus, Course Overview, Assignment details, Parent Education Presentation group selection/planning, Modules 1 & 2
Saturday 11/9: Modules 3, 4, 5
Assign group presentations.
Sunday 11/10: Modules 6, 7, 8
Read: Wong et al. CH 8
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Week 5
11/11/19
Chapter 8: Early Adolescence (ages 13-18)
Chapter 9: Late Adolescence (Ages 19-25)
Read: Wong et al. CH 9
And
Stevens, T., Morash, M., & Park, S. (2011). Late- adolescent delinquency: Risks and resilience for girls differing in risk at the start of adolescence (http://yas.sagepub.com/cgi/reprint/43/4/1433? ijkey=ja9oQAWYRUBEw&keytype=ref&siteid=spyas) . Youth & Society, 43(4), 1433-1458.
Due: Discussion Board Post #5
Discussion and peer posting response due by Thursday/Sunday deadlines
2. F. 3. e., F. 3. f.
2. F. 3. i.
Week 6
11/18/19
Chapter 10: Early Adulthood (Ages 26-35)
Chapter 11: Middle Adulthood (Ages 36 to 60)
Read: Wong et al. CH 10
Read: Wong et al. CH 11
Due: Monday 11/18/19 by 11:59PM Required KPI Assignment
Biographical Human Development Paper MUST Upload to LIVETEXT
NO Discussion Board Post
2. F. 3. i.
CMHC 1. d.
2. F. 3. d.
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Week 7
11/25/19
Chapter 12: Late Adulthood (Ages 61-75)
Chapter 13: Oldest-Old Elderhood (Ages 75 and over)
Read: Wong et al. CH 12
Read: Wong et al. CH 13
NO Discussion Board Post
(Happy Thanksgiving)
2. F. 3. i.
2. F. 3. h.
Week 8
12/02/19
Developmental Counseling & Therapy (DCT)
Read: TWO Developmental Counseling & Therapy (DCT) articles in Canvas
Due: Monday 12/02/19 by 11:59PM Developmental Counseling Milestone Interview and Chart
NO Discussion Board Post
2. F. 3. b.
Weekend #2
Friday 12/6
Saturday 12/7
Sunday 12/8
Course ends
Sunday 12/8
Modules 9- 15
In class review of Modules 9- 16
Friday 12/6: Modules 9, 10
Saturday 12/7: Modules 11, 12
Due: Parent Education Group Presentations
Sunday 12/8: Modules 13, 14, 15
Due: Developmental Counseling & Therapy (DCT) video reflections paper
2. F. 3. b.
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VIII. Instructional Methods
Methodology:
The course will be taught using a combination of lecture, demonstrations by the instructor, student discussions, recorded lectures on Canvas, student videotaping of skills, and student role playing. Student participation is essential in this course. Videos will be shown as appropriate during the course. The PowerPoint slides used in the lecture are available on the course Canvas site.
Each week students are encouraged to review the “Overview and Objectives” located under the module section (Example: Week 1) Although this is a Weekend Format, student will need to follow due dates listed syllabus. Participation is mandatory in the discussion boards during the weeks that we do not meet in person. This class starts Monday October 14 , 2019.
1. Assignments
Description of Assignments
Online Discussion Boards via Canvas and Expected Participation (30 points; FIVE total, each worth 6 points)
There will be a total of Five discussion board posts required throughout this class. Each post will be worth 6 points; 30 points total as key element of engagement in this course. For the Discussion Questions, students will be evaluated on the critical thought and depth that are put into the responses. The Discussion Board is a forum for all of us to expand on the material, in order to make this class more meaningful and educational. The discussion questions will present issues or topic of interest which students will respond to utilizing their reading and learning on a developmental process. Topics will reflect reading in the text, auxiliary reading, online research, and topics covered in class discussions.
You are required to make an Initial Discussion Post by no later than THURSDAY at 11:59pm. of each assigned week. Your Initial Post is expected to be 1-2 pages (minimum of 300 words) and cite at least TWO references in APA format. It should be in the form of a well written, well developed, thoughtful and researched brief essay. The essay must be original, and, therefore, any sources referred to in writing the essay must be referenced. In addition to your initial discussion post, you will be required to make AT LEAST TWO RESPONSE POST’s to peers.
These peer response posts are to be posted no later than SUNDAY at 11:59pm. Your peer response is in the
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form of a dialogue and needs to be substantive in order to receive credit for the Discussion Forum. Interactive responses, well informed, polite, dialectical, and thought provoking are the graduate level expectation. Simply stating, “I liked your post”, “I agree with your statements”, “Good post”, are not going to receive credit. Each student is an active agent in this course. It is not only about the student taking in information, but also contributing to the flow of the class. Although you may not receive individualized instructor responses on a weekly basis, your participation is being monitored and evaluated regularly. Class participation is an integral part of the learning process, and therefore a significant percentage of the course grade will be based on the student’s "voice" in this course. Students will be evaluated for the quality of their discussion postings. The deadlines for the weekly discussion are as follows:
-Post Initial Discussion responses to the discussion questions by 11:59pm on Thursday.
-Respond to at least one discussion posting from a classmate by 11:59pm on Sunday.
Late Initial Post: Your discussion grade may be reduced for consistently late posts.
Late Peer Response Posts: Late peer posts are not appropriate because the assignment period is over, and the author of the initial post is no longer obligated to review their responses from their peers. All assignments will become unavailable on canvas once the due date has passed to prevent students from turning in late work.
*Note: Discussion Board Post #1 is meant to be informal introduction and does not need to follow APA guidelines. Student will still need to respond to at least TWO peers.
Parent Education Group Presentation (20 points) Students will create a Parent Education seminar with a focus on one of the following developmental stages: Prenatal and birth, infancy & toddlerhood (up to 3 yrs), preschool/early school age (3-6 yrs), middle childhood (7-12 yrs), early adolescence (13-18 yrs). Target audience are parents with children in these specific age ranges. Students must cover the following topics: developmental tasks and milestones (include at least 3 theorists), struggles/concerns that parents may encounter, common counseling/mental health issues, and normal/abnormal physical, cognitive, social/emotional behaviors. The purpose of your presentation is to educate parents with the hopes of preventing any unnecessary stressors and/or trauma in childhood. These 30-45-minute presentations should be creative/interesting to hold the attention of the audience. You are required to include at least one Kinesthetic Learning Activity (to involve our senses), which may include arts and crafts, playing music, playing a game, etc. Due: Saturday, December 7 , 2019 in class presentations.
Developmental Counseling & Therapy (DCT) video Reflection paper (10 points)
Students will be required to watch the Developmental Counseling and Therapy, Part 1
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(https://search.alexanderstreet.com/view/work/bibliographic_entity%7Cvideo_work%7C1778844) by Allen E. Ivey- Alexander Street Press. This can be found in the University online library to view entire video. There will be time designated in class to watch the video and begin reflection process. Your reflection paper should be completed after watching the video. Student will need to write a 2-3-page reflections paper. The following questions could be used help guide your discussion; What is Developmental counseling and therapy (DCT)? How can Developmental Therapy be applied for Children and Adolescents? Why is human development important in Counseling? Could you see yourself applying any techniques as a future clinician? What were some key take-aways after participating in this video review? Be sure this reflections paper follows APA guideline, although you are encouraged to provide personal reflections and opinions.
Due: Sunday, December 8 2019
Developmental Counseling Milestone Interview and Chart (20 points)
Part 1: For this project, you will choose to interview an adult who is in the middle, late, or oldest stages of adulthood and outline the following factors throughout their childhood and adult development: Risk Factors, Resilience Factors, Major Stressors/Trauma, and Developmental Stages they met or failed to meet (childhood stages must include at least 3 theorists).
Part 2: You will create a developmental milestones chart using Excel (sample provided on canvas) and chart each of the following eight developmental milestones throughout our lives: Prenatal, Infancy & Toddlerhood (0-3yrs), Preschool: Early School Age (3-6yrs), Middle Childhood (7-12yrs), Early Adolescence (13-18yrs), Late Adolescence (19-25yrs), Early Adulthood (26-35yrs), Middle Adulthood (36-60yrs), Late Adulthood (61- 75yrs), Oldest-Old Elderhood (75yrs & up). Bonus points will be given to students who are able to interview an adult in the oldest-old elderhood stage. Due: Monday, December 2 2019 11:59PM
PYCL 512 Required KPI Assignment: Biographical Human Development Paper (20 points)
The purpose of this project is to meet the Key Performance Indicator tasks for Human Growth and Development. A key part of our work as counseling professionals is to develop a number of skills including self-awareness and appropriate self-disclosure. This assignment facilitates self-awareness by exploring your own lifespan development within the context of the human lifespan and developmental theories covered in the course. This assignment also encourages appropriate self-disclosure. Please feel free to disclose as much or as little as you are comfortable sharing in a professional context.
Write a 5 to 7-page research paper in APA format that describes your own lifespan development. Focus on influences that you believe impacted your life, both positive and negative. In this paper you are to (1)
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demonstrate your knowledge of human development by synthesizing and integrating theories of development and learning with events and influences in your life, (2) specify a developmental issue/task for each life stage as defined by the developmental theory you choose, (3) develop a plan for the future of how you might expect to cope with future life stages. (4) discuss how your life experiences inform how you will approach your work with future clients. (5) Include a short wellness plan to help you prevent burnout and compassion fatigue.
Please cite at least 5 references. The references must be peer-reviewed journals or professional books. Please use APA style when formatting your paper. I will hold these papers in confidence. Below are a few items to consider while writing your paper about each stage. Not all of the items below will apply to you.
1. What was happening in your family, your community? 2. How might these occurrences have affected your family members? 3. What prevailing socio-cultural factors that impacted your family’s
(and your own):
1. Identity development 2. Gender expectations
iii. Sexual identity development
1. Trauma and abuse 2. Grief and loss 3. Family development
vii. Addiction
viii. Spiritual development
1. What changed as you and your family progressed through the various
developmental stages?
1. What theories pertain to the specific developmental ages and unique
cultural contexts?
1. How will you use wellness to cope with the next stages in life?
*See the appendix for detailed instructions and rubric.
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Due: Monday, November 8 , 2019 11:59PM.
A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the KPI assignment will result in a F (Fail) grade in the course.
1. Assessments
PYCL 512 Required KPI Assignment: Biographical Human Development Paper (20 points)
Meeting the Key Performance Indicator tasks for Human Growth and Development paper will serve as a final assessment grade.
1. Grading Criteria
1. Online Discussion Board Post (10 total) 30 points 2. Parent Educational PPT Presentation 20 points 3. DCT video Reflection paper 10 points 4. Development Interview & Chart 20 points 5. Biographical Human Development Paper 20 points
Total 100 points
Grade Points Earned
A 93-100
A- 90-92
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B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
F Below 70
Grading Schema:
XII. Course
Policies
Academic Honesty/Plagiarism Policy: Students are expected to act in accordance with the Nova Southeastern University policy on academic integrity. Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior. Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Self-plagiarism, such as resubmitting the same assignment or portions of an assignment to a different instructor, is also considered to be a violation of the policy. Assignments submitted that are found to have plagiarized information will be granted a failing grade, and may result in failure of the course. More information can be found on pages 12-14 and 25-33 of the NSU student handbook (http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.pdf (http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.pdf) ). Please refer to Canvas for links to writing
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and APA Style assistance.
Hardship Policy: Unforeseen events, emergencies, and life events can arise that impact academic success or cause time away from class (e.g., divorce, illness, a family member’s death, etc.). When a student needs to miss a class or submit an assignment past the due date, students are expected to communicate with their instructor within 24-72 hours to discuss arrangements for completing late assignments and to catch up with the course. Such notification can occur through email or a phone call to the instructor. Likewise, if students anticipate multiple absences or missed assignments, students are expected to communicate with their instructor as early as possible to discuss a plan to make up missed exams or submit other missed work. The instructor is not obligated to offer extended time for completion of assignments or make-up work and has sole discretion in the determination of whether the missed work/absence will be accepted. Moreover, the instructor has the right to request supporting documentation including but not limited to medical notes, hospital discharge summaries, and obituaries to determine whether to accept late work and excuse absences. On a rare occasion, the instructor may encourage the student to drop the course with an option to enroll in a future term once the crisis or life event is resolved. However, it is ultimately the student’s responsibility to decide to complete or drop the course. If students need help deciding to continue with a course, they can discuss their decision with their instructor or a counselor. The program manager and coordinator can provide information regarding the consequences that dropping a course might have on internship placements and graduation timelines. Students in need of counseling can contact the Henderson Student Counseling Center.
Paper Submission Requirements: Papers should be typed, double-spaced, with 12-pt font and 1-inch margins, and should conform to APA (American Psychological Association) Style, 6 Edition. Proper spelling, grammar, and punctuation are expected. Late papers/assignments will not be accepted without prior approval and must be due to a legitimate emergency (not computer problems).
Technology Requirements: You need access to a computer with Internet access for this course. Online students are also required to have a working webcam. Access to Canvas and your Nova e-mail will be required for this course. You can log in to Canvas using your Nova ID and password. Students will find course articles and other relevant information on Canvas: https://sharklearn.nova.edu/webapps/login/. Students also need to check Canvas weekly for important announcements and class-related business. Articles for the course can be found within the Course Content Module on Canvas. Please contact the NSU OIT Help Desk at 954-262-4357 for technology support.
Cellular Phone Policy: The university recognizes the growing trend regarding student possession of cellular phones and electronic devices with video, camera, or voice recording capabilities. In support of each
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individual's reasonable expectation of privacy, the copyright and intellectual property laws, the use of these cellular phone features by NSU students must be in conjunction with express consent. Students are forbidden to video, use camera or voice recordings without the express consent of the subject(s) being photographed or recorded.
A Note on Class Participation: Participation is an important part of this course. Students are expected to participate in scheduled class activities and discussions. This includes responding to emails/messages in a timely manner, regularly accessing Canvas, and overall investment and effort in the course, projects, and assignments. Your final course grade is likely to be affected by both the quality and quantity of your participation. Students are expected to function as professional counselors in training, which means participating in all discussions and responding to communications in a timely and professional manner.
Confidentiality and Classroom Conduct: Being involved in class discussion and small groups usually entails some amount of personal self-disclosure. Because of the nature of vulnerability, trust, and openness needed to learn about this topic, it is extremely important that confidentiality be maintained. Revealing personal information others have shared is a breach of confidentiality and is unethical. If you would like to share with others regarding your experiences, please reveal only your own reactions and understandings, and avoid using names or identifying features of your classmates. It is expected that anyone participating in a demonstration, role-play, or activity will have confidentiality respected.
As a graduate student, you will be treated and respected as an adult. Due to the nature of discussions involved in this class, it is important that we respect each other’s opinions and values. Likewise, there should be empathy and understanding for the personal pain that can occur in those with whom we interact or discuss in class. You are expected to participate in classroom activities and discussions in such a manner as to maximize learning for yourself and your classmates.
Basic Ground Rules:
Value differences One person speaks at a time Laugh with each other – not at each other Maintain confidentiality Have consideration for opinions other than your own No one dominates – everyone participates Keep an open mind – seek to understand others’ viewpoints
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Professional Behavior: Students must evidence professional behavior at all times. Competencies in the area of professional behavior in class include, but are not limited to, the following behaviors:
-Restraining from inappropriately using electronic equipment in class (e.g., cell phones, tablets, laptops)
-Restraining from engaging in non-class related activities (e.g., studying or working on non-class related activities) or engaging in other distracting behaviors (e.g., talking with other students during lecture, exchanging messages with other students)
-Assuming personal responsibility for the individual portion of any panel or group presentations and working in collaborative fashion with fellow group members in the preparation and delivery of a group presentation
-Appropriate and respectful interactions with fellow students and instructor
Deficits demonstrated in any of the above behaviors and other behaviors noted in the Core Performance Standards for Admission and Progress may culminate in the completion of a Professional Behavior Checklist that will be submitted to the Program Office.
Personal Counseling: If you find that personal problems, career indecision, study and time management difficulties, etc. are adversely impacting your successful progress at NSU, please contact the NSU/Henderson Student Counseling Center at 954-262-7050 or 954-424-6911 for assistance in locating services.
Instructor’s Statement: The instructor reserves the right to adjust the syllabus schedule as needed to meet the needs of this particular class. Changes will be communicated with students in a timely manner. It is your responsibility to keep informed about discussion topics and assignments. If in doubt, check with your instructor. Please remember to retain your syllabi after completion of the program; students may need it in the future for certification or licensure purposes.
Professional and Personal Fitness: The counseling program is charged with the dual task of nurturing the development of counselors-in-training and ensuring quality client care. In order to fulfill these dual responsibilities faculty must evaluate students based on their academic, professional, and personal qualities and dispositions. A student’s progress in the program may be interrupted for failure to comply with academic standards or if a student’s interpersonal or emotional status interferes with being able to provide ethical services to clients. For example, in order to ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, professional dispositions, and professional character. These factors are
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evaluated based on one’s academic performance and ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings effectively and appropriately.
Professional Organizations: The NSU Counseling Program strongly recommends that you obtain membership in the American Counseling Association and/or the American School Counselor Association, depending on your specific counseling degree. Student memberships are available at a reduced rate, and allow you to become actively involved in local, state, and national activities, which serve to enhance your professional repertoire. NSU’s Counseling Student Organization (CSO) is also a valuable resource for networking and information.
General College Policies: Students should refer to the NSU Department of Counseling Policies and Procedures Handbook and the NSU College of Psychology Graduate Catalog to access additional required college and departmental-wide policies. It is your responsibility to access and carefully read these policies to ensure you are fully informed. As a student in this class, you are obligated to follow these policies in addition to the policies established by your instructor, including:
-Academic misconduct
-Last day to withdraw
-Email policy
-Student course evaluations
-Student responsibility to register
-Student responsibility for course pre-requisites
Writing Tutoring is available through NSU’s tutoring services. Graduate students can meet with a tutor once per week for 45 minutes. The tutor can assist with APA style, grammar, structuring, and formatting of papers. Tutoring can take place online for candidates who do not live close to the Ft. Lauderdale campus. For more information and to set up an appointment, call (954)262-8350 or visit the NSU Writing and Communication Center http://www.nova.edu/wcc/index.html (http://www.nova.edu/wcc/index.html) .
NSU's Veterans Resource Center (VRC): links veterans with university and community resources, as well as
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provides a welcoming environment for student-veterans to meet, relax, and gather. The V RC is located on the second floor of the Rosenthal Building in Room 218. The room is open from 7:00 a.m. to 10:00 p.m., seven days a week. For more information about NSU's Veterans Resource Center, please contact Kelsey De Santis NSU's Veterans Resource Center Coordinator email [email protected] (mailto:[email protected]) or [email protected], (mailto:[email protected]) call (954) 262-FLAG (3524), or visit http://www.nova.edu/veterans/index.html (http://www.nova.edu/veterans/index.html) .
Candidates seeking accommodations under the Americans with Disabilities Act may contact NSU’s Disability Services office at [email protected] (mailto:[email protected]) or (954) 262- 7185. You will be required to submit the appropriate paperwork from the Office for Students with Disabilities if you require accommodations in this class. Please notify the instructor of your accommodations by the end of the first week. Students requiring religious accommodations should notify the instructor by the end of the second week of class.
NOTE: Counseling students, please retain your syllabus and all of your assignments for the semester, including those that are graded and returned.
XIII. Bibliography
Berman, P. S. (2010). Case conceptualization and treatment planning. Thousand Oaks, CA:
Sage.
Brammer, R. (2004). Diversity in counseling. Pacific Grove, CA: Brooks/Cole.
Corey, G., Corey, M., and Callanan, P. (2015). Issues and ethics in the helping
professions. (9th ed.). Pacific Grove, CA: Brooks/Cole.
Dow, B. J. & Wood, J. (Eds.) (2006). The Sage handbook of gender and communication.
Thousand Oaks, CA: Sage
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Rabin, C. (2005). Understanding gender and culture in the helping process: Practitioner’s
narratives from global perspectives. Pacific Grove, CA: Brooks/Cole.
Slattery, J. M. (2004). Counseling diverse clients: Bringing context into therapy. Pacific Grove,
CA: Brooks/Cole.
Stout, C. E. & Hayes, R. A. (Eds.). (2004). The evidenced-based practice: Methods, models, and
tools for mental health professionals. New York, NY: John Wiley & Sons.
Web Destinations: Professional Development & Identity
American Counseling Association: The American Counseling Association (ACA) is an organization of counseling professionals who work in educational, health care, residential, private practice, community agency, government, and business and industry settings. Its mission is “to enhance human development throughout the life span and to promote the counseling profession.” The website contains links to divisions, conference information, an online newsletter, and information for the public.
American Counseling Association
5999 Stevenson Ave.
Alexandria, VA 22304
Telephone: (800) 347-6647 or (703) 823-9800
http://www.counseling.org/ (http://www.counseling.org/)
American Mental Health Counselors Association: American Mental Health Counselors Association (AMHCA) is now a separate organization from the American Counseling Association although some ties still exist. The mission of AMHCA is “to enhance the profession of mental health counseling through licensing, advocacy, education and professional development.” The web site contains links to state chapters, client information and related mental health areas. AMHCA holds an annual convention and publishes The Journal of Mental Health Counseling quarterly.
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AMHCA Headquarters,
801 N. Fairfax St., Suite 304
Alexandria, VA 22314,
Telephone: (703) 548-6002 or (800) 326-2642,
http://www.amhca.org/ (http://www.amhca.org/)
Codes of Ethics
In general, the codes of ethics of the major professional organizations do not make distinctions in ethical behavior of clinicians when treating mental disorders versus other kinds of problems.
American Counseling Association – Code of Ethics
The website provides the ACA Code of Ethics and Standards for Practice. There is a new section on internet counseling ethics.
http://www.counseling.org/knowledge-center/ethics (http://www.counseling.org/knowledge-center/ethics)
American Mental Health Counselors Association
http://www.amhca.org/ (http://www.amhca.org/)
National Board for Certified Counselors – Code of Ethics
http://nbcc.org/Professional/Ethics (http://nbcc.org/Professional/Ethics)
XIV. Appendix/Appendices
Grading Rubrics for Assignment
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Required Biographical Human Development Paper Key Performance Indicator Rubric
The “Biographical Human Development Paper” assignment is used as a Key Performance Indicator for the common core area “Human Growth and Development.”
Criterion Not Met = 0 points Met = 2 points Exceeded = 2.5 points Points
1. Theories of Individual and Family Development
(2.5 points max)
[2. F. 3. a.]
Student did not demonstrate knowledge of human development by synthesizing and integrating theories of development with events and influences in his/her life.
Student demonstrated knowledge of human development by synthesizing and integrating theories of development with events and influences in his/her life.
Student demonstrated knowledge of human development by synthesizing and integrating theories of development with events and influences in his/her life. Student relates the events and influences to human development theories.
2. Theories of Learning
(2.5 points max)
[2. F. 3. b.]
Student did not specify the ideal learning theory and explains why this is important to him/her.
Student specified the ideal learning theory but did not explain why this is important to him/her.
Student specified the ideal learning theory and explained why this is important to him/her.
3. Theories of Normal and Abnormal Personality Development
(2.5 points max)
[2. F. 3. c.]
Student did not focus on personality development and did not apply it to his/her life development.
Student focused on personality development but not on application to his/her life development.
Student focused on personality development and applied it to his/her life development.
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4. Biological, Neurological, and Physiological Factors
(2.5 points max)
[2. F. 3. e.]
[2.F. 3. f.]
[2. F. 3. d.]
[CMHC 1. d.]
Student did not effectively project how they might expect to complete the life stages to follow, and failed to discuss factors that affected or will affect his/her development.
Student effectively projected how they might expect to complete the life stages to follow but failed to discuss factors that affected or will affect his/her development.
Student effectively projected how they might expect to complete the life stages to follow and discussed factors that affected or will affect his/her development.
5. Systemic and Environmental Factors
(2.5 points max)
[2. F. 3. e.]
[2. F. 3. f.]
Student failed to discuss systemic and environmental factors (e.g., Bronfenbrenner) that affect human development, functioning, and behavior.
Student only focused on one environmental/ systematic factor that affected human functioning.
Student discussed systemic and environmental factors (e.g., Bronfenbrenner) that affect human development, functioning, and behavior.
6. Wellness Plan
(2.5 points max)
[2. F. 3. i.]
Student did not discuss wellness plan across the lifespan.
Student identified 1 wellness activity but did not discuss a thorough wellness plan.
Student identified and discussed at least three wellness activities and discussed an overall wellness plan.
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Course Summary:
Date Details
Tue Oct 22, 2019 ! Discussion Board Post #1: Meet Your Classmates (https://nsu.instructure.com/courses/2439342/assignments/18748531)
due by 11:59pm
Sun Oct 27, 2019 ! Discussion Board Post # 2 (https://nsu.instructure.com/courses/2439342/assignments/18748540)
due by 11:59pm
Discussion Board Post # 3
7. References
(2.5 points max)
Student used less than the 5 required references.
Five professional references were used to support the above sections.
More than 5 professional references were used to support the above sections. The references were all of high quality.
8. APA Style
(2.5 points max)
APA style of writing was not adequately followed throughout the paper.
APA style was followed throughout the paper. There were several minor errors.
APA style was followed throughout the paper. There were few/no errors.
Total grade for the assignment (20 of 100 total points for the course or 20% of your total course grade):
*
* All students must pass the KPI Assignment at 70% or higher. Any ‘Not Met’ criterion requires instructor remediation prior to the end of the course to achieve a passing grade for the KPI. Students must pass the KPI to pass the course.
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Sun Nov 3, 2019 ! (https://nsu.instructure.com/courses/2439342/assignments/18748539) due by 11:59pm
Sun Nov 10, 2019 ! Discussion Board Post # 4- (this will take place in class) (https://nsu.instructure.com/courses/2439342/assignments/18748538)
due by 11:59pm
Mon Nov 18, 2019 ! PYCL 0512 Required KPI Assignment- Biographical Human Development Paper (https://nsu.instructure.com/courses/2439342/assignments/18739713)
due by 11:59pm
Mon Dec 2, 2019 ! Developmental Counseling Milestone Interview and Chart (20 points) (https://nsu.instructure.com/courses/2439342/assignments/18748542)
due by 11:59pm
Sat Dec 7, 2019 ! Parent Education Group Presentation (20 points) (https://nsu.instructure.com/courses/2439342/assignments/18748544)
due by 11:59pm
Sun Dec 8, 2019 ! Developmental Counseling & Therapy (DCT) video Reflection paper (https://nsu.instructure.com/courses/2439342/assignments/18748543)
due by 11:59pm
