5 hours from now the due date

Title Your Awesome Paper Goes Here and then Repeated on the Top of the First Page of the Body Section Exactly as on This Page

(Please Note: All of the above goes above the ½ way mark of your page)

Abstract

Your abstract goes on the second page. This is to be a summary, informing your reader of what your paper will be discussing fully. It is to be NO MORE than 120 words. You are to type this single paragraph flush left without indenting the paragraph as demonstrated here. To get your “Abstract” at the top of this page, use your “Ctrl/Enter” buttons simultaneously to do a “hard page break.” Use this feature throughout your paper when you need to have different primary sections (i.e. Abstract page, Body section, References section).

(Note: Your “Abstract” is centered, flush-top-margin of the page. Also the writing is flush left without a paragraph indention. Finally, use all single Double spacing throughout this all your entire paper.)

Title Your Awesome Paper Goes Here and then Repeated on the Top of the First Page of the Body Section Exactly as on This Page

Typing over this Template, this is where you will begin typing your paper, using 12 point font (do not use 10 point for these assignments) Times New Roman. Margins are 1” around, ½” paragraph indentions, double spacing. You will need to make sure that you have Enabled the “Don’t add extra space between paragraphs of the same style” and Disabled “Widow/Orphan control.” These features are found under: Paragraph – “Indents and Spacing” and “Line and Page Breaks” tabs (if using Microsoft Word). See http://owl.english.purdue.edu/owl/resource/560/01/ for a web-based reference.

The simplest way to maintain the above formatting is to actually save this document as your new assignment (Always save as a “.doc” and not “.docx” or any other format). Then just type over the actual words on this document, keeping the first word and later eliminating it. This should keep all of the “hidden” formats of this document. Consult your professor or the class Teacher’s Assistant (TA) for any questions.

Professional written papers generally have three major components. The first is an introductory paragraph or paragraphs catching your reader’s interest and briefly explaining everything you will be discussing in your paper. The second section is the body of your paper where the information briefly introduced is expanded upon for clarity and deeper meaning. Most reflection papers also require specific examples as further support of your understanding of what you are discussing. The final section is your summary or concluding information. In this section you will describe the information you discussed in the body leading to any other concluding remarks.

Within all of your paper, you should present transitional thoughts within and between your paragraphs and sections. These transitions allow the reader to smoothly shift his/her understanding of what you are writing from one area to another. Paragraph transitions are at the beginning of the subsequent paragraph (not at the end of the previous one). Even if you use headings and sub-headings, the writing should be fluid from one section to another, as if the heading or sub-heading did not exist. Finally, remember to write as if your reader has No Knowledge or information as to what you are discussing. This means that you will need to explain specifically any particular vocabulary or terms you might present for clarity. Likewise, statements of fact or implied fact will need a professional support (citation).

When writing professional papers be mindful NOT to use Conjugated or Truncated words such as “don’t,” “it’s,” and “won’t” (sidenote: Please note that “quotation marks” come after your punctuations as demonstrated here). When using numbers in your writing be sure to spell-out all numbers from ten or less. If more than ten, such as 11, use the numeric. The exception is when beginning a sentence with a number, you must write out the entire number regardless of value.

Regarding sentences and paragraphs: Avoid using the word “and” or semi-colons “;”, when connecting different thoughts. If you sense this need, STOP and see if you can break into two sentences. The word “and” should only be used to connect lists of information and not thoughts as this sentence is doing.

Likewise, try to keep each sentence to no more than two or three lines. If you find yourself writing a third or fourth line, STOP and review if you can make the sentence shorter. All paragraphs should be a minimum of three sentences and generally not more than six. Be creative and expand your writing and/or see if some of your thoughts could be broken down into two or more shorter sentences. If you re-read your material and find yourself getting lost in what you are saying, much like what I am doing with this sentence, STOP and go back to see if you could have written the same information into several shorter thoughts and sentences.

Additionally, you do not need to be overly impressive with your “Higher-Ed and beyond” word selection. Remember that most of your readers are probably at a lower reading level. Keep your thoughts concise, thorough, and easily understood, without needing a dictionary on your lap. Do have fun and try to be as creative as you can.

When writing three or more pages remember that going deeper into your information is a good ting. More is better than less with your writings. For most assignments, by including specific examples of your thoughts, reflections, and/or statements to support your information, you will have more than enough material to write more than two pages. By expanding your information in this way will further support your understanding of the material.

It is best if you use Microsoft Word 97-2003 version (.doc) to construct your paper and submit through eCollege. Using Track Changes and Comment functions in Microsoft Word, professors are able to evaluate/edit and grade your paper to send back to you in a more timely fashion. You will be able to see their edits and comments on your returned paper through most word processing programs. This process will help save a few more trees in the world.

Finally, as a last suggestion, professors generally open your papers and then use “check Margins” and “spell/grammar” check features before doing anything else. It is HIGHLY suggest that you do the same After you fully complete composing your paper and just Prior to submitting your paper. This will help alleviate many headaches.

It is hoped that you find this template and writing hints helpful. Please let your professor know if you have any further thoughts, questions, and/or comments. You will be required to electronically submit any and all paperwork for this course through the Dropbox in eCollege.

For more great writing tips and information, please refer to pages 61-86 (Chapter 3 – Writing Clearly and Concisely) in your APA Manual (2010). This is a wonderful section to read, re-read, and then continue to review to assist in improving your professional written expression. There are many helpful hints, directives, and guidelines in this chapter.

Finally, as a last suggestion, it is a Great Idea to verify your Margins (Check Margin feature) and to do a thorough “Spell/Grammar” check before submitting any finalized paper. Though not perfect, these tools can catch many simple errors and alleviate many headaches.

Main Heading #2

Some of you might choose to use sub-headings in your paper. These are now to be “bold” and have multiple layers and ways to construct them. All of your papers are “assuming” that your opening paragraphs are the “Introductory” part of your paper. Because of this, and that you are repeating your paper’s Title at the beginning of the body section of your paper, you Do Not include “Introduction.” This is “implied.” Remember though that this is also assumed to be one layer of your headings and sub-headings.

As demonstrated above, your next heading under “introduction” would be a second major heading in your paper. For these formal papers, the main headings will be: centered and Bolded. Generally there are at least two paragraphs under each major heading (this is just a rule-of-thumb and dependent on what is being discussed).

Sub-heading #1

If a second layer of sub-headings under primary headings are used, these sub-headings are to be flush left, Bolded, and all words are to be capitalized (exception of words similar to “and,” “a,” “to,” etc.). There are more rules related to headings and sub-headings that can be found in the APA Manual. This information is just a brief sample and explanation of what can be found in the APA Manual and the OWL-Purdue website.

Conclusion

After you have finished writing your paper, you will need to perform the “Ctrl/Enter” function to give you another Hard Page Break for your References section. Your “References” title will subsequently go flush top margin of the following page, centered. As you find ways to use some of these short-cut functions, you will find others to make writing your papers in correct formatting easier. It is also recommended that you use the “tab” function to provide the correct ½” indention for your paragraphs.

Hopefully this Paper Template is helpful. This is by no means exhaustive of what you will need to do to write your papers fully, but hopefully it will get you on your way. This demonstration has not presented how to include citations within your writing. This information will be further explained in the APA Format 2 Template.

For any follow-up or clarifying questions in how to use this template, consult your professor or you can email Dr. Provost: [email protected]. It is hoped that each of you find your experience in your Counselor Education program beneficial and fulfilling. Following are some important sections in the current APA Manual for Professional Writing (6th Edition). It is highly suggested that you review this information.

The following sections/pages in your APA Manual are very helpful:

A. p. 15-17 & p. 170 – Important Plagiarism information

B. p. 23 – overall layout format

C. Chapter 3 – Professional Writing Information

D. p. 65 – Smoothness of written expression

E. p. 71 – Reducing Bias Language

F. p. 87 – Professional writing mechanics

G. p. 169 / Chapter 6 – Citing references within writing

H. p. 193 / Chapter 7 – Reference page information formatting

I. http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php

(Following is a sample writing with citations followed by a sample reference page. This was taken from an actual published dissertation)

Sample Writing with Citations

One listens to understand. One understands to connect. One connects identifying one’s own internal sensations. One identifies these sensations with words – emotional words. One expresses these words to the other – expressing an empathic understanding. The other listens. The other understands and connects. The other realizes internal sensations. The other identifies these sensations with words – emotional words. The other expresses these words to the one. An empathic understanding, if only for a moment, connects the two. The cycle continues. A helping relationship begins to bud.

This description simplifies the process between the client and counselor in demonstrating the development and flow of a positive helping relationship (Starcevic & Piontek, 1997). Essential to developing a positive helping relationship is empathic understanding by counselors toward their clients. It is this empathic understanding in a counseling relationship that is necessary for change to potentially occur (Brems, 2001; Capuzzi & Gross, 2007; Egan, 1975, 2007; Freedberg, 2007; Glauser & Bozarth, 2001; Rogers, 1951, 1957, 1975; Thompson, 1996).

Rogers introduced this concept of empathic understanding in his original writings in 1951 (Rogers, 1951). Empathic understanding was one of three primary helping relationship concepts and core counseling conditions. The other concepts and core counseling conditions were unconditional positive regard and genuineness (Rogers, 1951, 1957, 1975). Rogers (1951, 1957, 1975) suggested that students entering into counselor-in-training programs need to inherently have, or have the ability to develop, these core counseling conditions to be effective in their profession.

In order for counselors to develop the primary valued core counseling condition of an empathic understanding with their clients (Egan, 1975; Perry, 1993; Kohet, 1978) they must be able to self-identify internally their own emotions and feelings (Brems, 2001; Egan, 1975, 2007). Brems (2001) added that effective counselors must also be able to express affect and tenderness without being overly emotional and sympathetic in counseling relationships. Brems (2001) reported that counselors must be able to “discriminate when and with whom expression of affect is appropriate and necessary” (p. 51). Individuals with this ability to self-identify their own emotions demonstrated a higher successful ability to develop an empathic understanding and relationship with others. This leads to clients’ greater potential to self-disclose and embrace fully the counseling relationship to affect positive change (Brems, 2001).

For counselor training programs, this ability of masters’ students to have or be able to develop an empathic understanding relationship with others might appear essential for the outcome success of their training program. It was of interest in this study to see if students entering and engaged in a masters counseling program are emotionally self-aware and able to express their emotions from an internalized orientation. It was of further interest to see if this ability changes positively over the course of their first semester in a pre-practicum (or similar counseling micro-skills training course including experiential activities).

Counseling Core Conditions

Building on Rogers’ three primary core counseling conditions, Egan (1975) augmented the three concepts of empathic understanding, unconditional positive regard, and genuineness to six identified core conditions essential in developing a positive counseling relationship. The six conditions are: empathic understanding, respect and positive regard, genuineness and congruence, concreteness, warmth, and immediacy. Capuzzi and Gross (2007) claimed that most training programs and most theories include these six core conditions. It is with the presence of these core conditions that positive and healthy change can occur in the counseling relationship (Capuzzi & Gross, 2007; Egan, 1975, 2007; Rogers, 1951, 1957, 1975). These other six essential core conditions, in addition to empathic understanding, are briefly discussed in the following.

Egan (2007), and Capuzzi and Gross (2007) explained that genuineness and congruence are the demonstration of being sensitive and sincere with clients. These conditions are exhibited through active reflections of following and understanding clients’ discourse. The next condition, unconditional positive regard, is the non-judgmental and non-assessing externalized-internalized attitude of counselors toward clients. By respecting clients, counselors believe that clients are capable, open, and able to resolve their own issues. Counselors approach counseling from a non-evaluating and non-expert stance by seeing client as the expert of their own world (Rogers, 1975).

The remaining conditions, concreteness, combined with warmth and immediacy, bring clients’ issues and concerns into the relationship between counselors and clients (Capuzzi & Gross, 2007). As counselors congruently demonstrate their active understanding in a warm and supporting manner, through clear and concise restating and reframing of clients’ issues, clients are able to self-evaluate their concerns from a more objective viewpoint. Immediacy happens during the counseling session when counselors, and/or clients, point out behaviors, thoughts, and emotions occurring in the moment during the counseling session. This immediate interchange can have a powerful impact for clients as their repeated patterns are realized within the counseling relationship. Immediacy allows for differing results than clients might experience outside of this therapeutic setting. This different experience, though potentially threatening for both clients and counselors, can affect a positive correctional shift for clients (Capuzzi & Gross, 2007).

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) implicitly endorsed the training and development of these core areas in their helping relationship educational standards (CACREP 2001 standards). As the leading body in accrediting Counselor Education programs in the United States (Bobby & Kandor, 1992; McGlothlin & Davis, 2004), CACREP’s endorsement suggested the importance of ensuring that students in training programs can establish these core conditions within a counseling relationship. Assessing and evaluating the innate ability of masters’ level students to develop these core conditions would appear especially salient for Counselor Education programs.

Empathic Understanding: A Primary Value

Of the six core counseling conditions, empathy was seen as the primary value, as essential for change to potentially occur, and the most significant core condition in promoting this change in the counseling process (Brems, 2001; Capuzzi & Gross, 2007; Egan, 1975, 2007; Freedberg, 2007; Glauser & Bozarth, 2001; Lyons & Hazler, 2002; Miller, 1989; Perry, 1993; Rogers, 1975). Kohut (1978) explained that “Empathy is a fundamental mode of human relatedness, … the recognition of the self in the other, … it is the accepting, confirming and understanding human echo, … the resonance of essential human alikeness, … a psychological nutriment without which human life as we know and cherish it could not be sustained” (p. 34). Empathy has been further described by Schafer (1959) on a cognitive level as, “the inner experience of sharing in and comprehending the momentary psychological state of another person” (p. 352). True empathy can be seen as the separation of self from the other, yet being with the other through the understanding and relating to one’s described experience, primarily on a “feeling” connecting level (Egan, 1975, 2007; Rogers, 1975).

Empathic understanding also required imagination in order to perceive the other’s world (Alma & Smaling, 2006). For the purposes of this study, Alma and Smaling’s (2006) definition of empathic will be used: “Empathic understanding [is] placing oneself imaginatively in another’s experiential world while feeling into her or his experiences with the aim of comprehending these experiences” (p. 209). Alma and Smaling (2006) further discussed that in order to optimize the helping relationship connection, clear and accurate communication is necessary. This definition of empathy expands Egan’s (1975, 2007), Rogers’ (1975), and Schafer’s (1959) descriptions of empathy to include the importance of imagination into the development of empathic understanding.

Using the above definition, in order to develop an empathic understanding, counselors are required to have, or able to develop, the inherent abilities and capabilities related to their self-emotional awareness, understanding, and expression (Capuzzi & Gross, 2007). In order to develop empathic understanding, counselors have to have a clear sense of their own values, biases, attitudes, and beliefs. Counselors must discover and understand how these values, biases, attitudes, and beliefs may affect their emotional and behavioral attributes toward others. Thus, these are critical processes that counselor trainees need to develop to be effective as counselors (Brems, 2001; Egan 1975).

References

2005 ACA Code of Ethics. Retrieved May 25, 2008, from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th Ed) text revision. Washington, DC: American Psychiatric Association.

Apfel, R. J., & Sifneos, P. E. (1979). Alexithymia: Concept and measurement. Psychotherapy and Psychosomatics, 32, 180-190.

Bagby, R. M., Taylor, G. J., & Parker, J. D. A. (1992). Reliability and validity of the 20-item revised Toronto Alexithymia Scale. Paper presented at the meeting of the American Psychosomatic Society, New York.

Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods, (3rd Ed.). Glendale, CA: Pyrczak Publishing.

Scott, S. (2000) Graduates of CACREP-accredited programs score higher on the NCC exam. (Doctoral dissertation, University of North Texas, 2000). Found in http://www.cacrep.org/benefits1.html

Statistical Package for the Social Sciences Graduate Pack 15.0 (2006) [Computer software and manual]. Chicago, IL: SPSS Inc.

(Note: The above references are not specific to the example, just an example in how they should be structured/formatted. Please refer to the APA Manual for any updating that might have taken place since this was constructed for your general information. The primary note is the “reverse-indent” of ½” and the alphabetical listing. Remember that you can also just enter all of your references – in any order – then use the “sort” feature to sort them alphabetically using the “sort by paragraph.”)