Course Title: Psych 6300: Community Mental Health Counseling and Services
Credits: Three (3) Credit Hours
Class Hours: Wednesday 6:00 p.m.-10:00 p.m. Addison Hall, Room 202
Professor: Dr. Norwil (Noy) Frial, NCC, LCPC, CADC
University Mission:
As a distinctive, comprehensive university of The Lutheran Church-Missouri Synod, centered in the Gospel of Jesus Christ and based in the liberal arts, Concordia University equips men and women to serve and lead with integrity, creativity, competence, and compassion in a diverse, interconnected, and increasingly urbanized church and world.
Conceptual Framework:
The education and counseling programs of Concordia University prepare students to demonstrate professional integrity, competence, and leadership to those they teach and serve.
How this course fits into the conceptual framework:
This course promotes integrity as students develop attitudes and skills that promote an ethical counseling relationship, learn to suspend judgment, and become sensitive to cultural differences that can affect counseling. Students obtain the knowledge of the role and functions of community mental health counselors, and the history and trends in community mental health, as well as attain competency in the timely use of intake interviews, treatment planning, and the DSM-IV. As knowledge and competency develops, a sense of confidence and leadership is promoted.
Standards supported by this course:
CACREP 2001 Standards,Section II, 1a, 1b, 1d, 1e, 1f, 1g, 1h,
Required Text (s):
Corey, G., Corey, M., & Callanan, P. (2003). Issues and Ethics in the Helping Professions. 6th Ed. CA: Brooks/ Cole.
Gladding, S., & Newsome, D. (2004). Community and Agency Counseling. 2nd Ed. NJ: Pearson.
Course Description:
This course is designed to provide a knowledge base for understanding the history and trends in community mental health as well as the political systems and interventions for change in which citizens and consumers can participate in order to influence the provision of mental health services. The student will obtain a perspective on program development and delivery of services to a diverse clientele. Within the framework of the DSM IV TR, the students will learn accurate data collection, assessment, treatment plan interventions emphasizing current psychological criteria, and, finally, outcome measurement.
Course Objectives:
- Explain the historical, philosophical, societal and political dimensions and trends in the delivery of mental health services.
- Define the characteristics of human service programs, both public and private, along with the roles and functions of counselors in those programs.
- Describe principles of program development and service delivery and how they are affected by organizational, fiscal, and legal dimensions.
- Identify general principles of community intervention, consultation, education and outreach.
- Analyze implications of sociocultural, demographic and lifestyle diversity relevant to human services counseling.
- Demonstrate principles of conducting an intake interview and mental health history with an emphasis on the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) criteria.
- Illustrate appropriate treatment plan interventions.
- Apply ethical principles to community mental health counseling.
Attendance:
Attendance is very important. In order for students to gain a strong understanding and foundation of the course material, they must be present and engage in scholarly discussions.
Evaluation Criteria:
Class discussions based on readings and assignments will be the general format for the class. All student scholars are expected to contribute questions, comments, observations, personal views, and relevant experiences. The overall grade for the course is determined by the following criteria:
Grading Scale:
Class participation 50 points
Scholarly Project 150 points
Position Paper(2x25points) 50 points
Total 450 points
Final Course Grades:
A 92%-100% A- 89%-91% B+ 88%-86% B 85%-82%
B- 81%-79% C+ 78%-76% C- 71%-69% D+ 68%-66%
D- 61%-59% F <59%
LATE WORK (WHEN ACCEPTED) WILL RESULT IN GRADE REDUCTIONS. Assignments turned in late or not complying with directions (including use of APA style) will receive grades that reflect this non-compliance. Students should expect letter grade reduction for non-compliance with established requirements of the course. Problems should be discussed with the professor prior to handing in assignments. Please DO NOT USE plastic report covers for assignments: stapled papers are sufficient. INCOMPLETES WILL NOT BE GIVEN for this course. It is expected that ALL assignments will be turned in prior to the end of the course. Any assignment not turned in by October 19, 2007 will be given a score of 0.
Examinations:
There will be two exams worth 100 points each. The exams will consist of multiple choice, short answer and essay questions. There are no make-up exams, except in the case of verifiable medical emergencies. If you are not in class on the night of the exam you will receive a score of 0 for the exam. Pop quizzes may be given upon the discretion of the professor.
Scholarly Project:
The scholarly project must consist of the development of a prevention program, intervention program, or other creative programs for your community agency. The project must include the need for your program, based on the research or lack of research on your topic, the location/area that you want to establish the program, statistics on the location/area, and any special considerations for diverse populations/clientele.
Program Description
Rationale for Program/Needs Assessment
Program Goals
Program Components
Organizational Structure
Staff, Training, & Supervision
Budget & Resources
Program Evaluation
Strengths & Challenges
References
The project is divided into four components, each addressing a different aspect of running a program in a community agency.
In the first component, propose a prevention program, intervention program, or other creative program for a community agency. You must generate a purpose and rationale for the proposed program. In addition, include a brief description of the program, a preliminary needs assessment, goals, and objectives for the program, and a director for the program.
The second component should be a developed plan for funding the proposed program. This portion of the project has two sections. Section one involves describing two possible sources of funding. Section two involves developing a budget for the program. You must generate a budget that includes ongoing as well as start up costs for your program. These budgets should include personnel (professional, administrative, benefits, and so forth), commodities (such as paper, postage, stationery), and contractual costs (travel, professional development).
The third component of the project is to describe the program components and is divided into two sections. The first section includes a description of the organizational structure. In this section you should describe the management of the program, supervisory roles within the program, and job descriptions of all professionals and staff. In section two discuss the program operating procedures, include program format, protection of client confidentiality, billing procedures, crisis intervention guidelines, and relationship with other agencies.
The fourth component of the project is to describe the evaluation procedures for the proposed program. Include three sections. In section one set the boundaries for the evaluation and describe at least two types of evaluation procedures to be used. In section two describe the types of data to be collected along with an explanation of two methods that would be used to collect these data. Section three should include a description of whom and how the information from the evaluation would be disseminated, and the strengths and challenges of the program.
The scholarly project should follow APA (5th Ed.) format, and be typed and double-spaced. Do not forget to have a reference page. You must utilize a minimum of 8 references from refereed journals, texts and/or a combination of the two. These references must not be any older than eight years (1999). Limit the project to 20 pages of text. 10% will be deducted from the project grade each day that it is late.
Position Paper
Students will be asked to pick 2 ethical issues that may potentially face a community counselor. Select issues that are challenging to you and ones that will help you think through your position. Your task is to narrow down a question so that you have a clear focus regarding the issue. This will require that you show evidence that you have read the relevant material in the textbook as well as supplementary reading on each issue. The purpose of this paper is to challenge you to develop your own positions and the ability to back up these views with supporting evidence. These are THOUGHT PAPERS, not merely a summary of information. Take a specific side of the issue and then develop your viewpoint by giving reasons for the statements you make. Your papers are to be done in a personal style and will reflect the end result of your study/research, and thoughts on 2 given ethical professional issues. Each essay is to be 3-4 pages typed, and double spaced. A reference list written in APA (5th Ed) of material reviewed should be attached to each essay.
Evaluation criteria for this assignment include: quality-writing skills, development of a theme, use of examples, creativity and depth of thinking, and integration and application.
Tentative Schedule:
|
Dates |
Readings |
Chapters
|
|
8/29 |
Introduction and overview of the course, overview of profession,
Historical Overview of the Counseling Profession (Gladding)
Professional Identity of Community Counselors (Gladding)
The Counselor as Person & Professional (Corey) |
1
2
2 |
|
9/5 |
Current & Emerging Influences on Community Counseling (Gladding)
Values & the Helping Relationship (Corey)
Community Counseling in a Diverse Society (Gladding)/(Corey Chap 4) |
4
3
10 |
|
9/12 |
Ethical and Legal Aspects of Counseling (Gladding)
Introduction to Professional Ethics (Corey) |
3
1
|
|
9/19 |
Ethical Issues in Community Work(Corey)
Client Rights and Counselor Responsibilities (Corey)
Confidentiality: Ethical and Legal Issues (Corey) |
13
5
6 |
|
9/26 |
Exam 1 MIDTERM
The Counseling Process (Gladding)/
Professional Competence and Training (Corey) |
5
8 |
|
10/3 |
Client Assessment & Diagnosis (Gladding)/
POSITION PAPERS DUE
Essential Counseling Services: Crisis Intervention, Prevention, Advocacy, & Evaluation (Gladding)/ |
6
7 |
|
10/10 |
Community Mental Health Centers, Medical Settings & Specialized Agencies (Gladding)
Counseling in Other Community Settings (Gladding)
|
13
14 |
|
10/17 |
Final Exam/SCHOLARLY PROJECT DUE |
|
Selected Readings:
American Counseling Association (ACA), (2005), Code of ethics and standards of practice. Alexandria, VA:
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.).Washington DC: American Psychiatric Association.
American Psychological Association. (2001). Publication Manual for the American Psychological Association, 5th Ed. DC: APA Press.
Aponte, J.F. & Wohl, J. (2000). Psychological intervention and Cultural Diversity. Boston, MA; Allyn and Bacon.
Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A cross-cultural perspective (5th ed.). Boston: McGraw-Hill.
Beitman, B. (1998). The psychotherapist’s guide to cost containment. CA: Sage Publication.
Comas-Diaz, L., & Greene, B. (1994). Women of color: Integrating ethnic & gender identities in psychotherapy. Guilford Publications.
Cottone, Rocco, R., & Tarvydas, V.M. (1999). Ethical and professional issues in counseling. Upper Saddle River, NJ: Merrill.
Duffy, K. G., & Wong, F. (2000). Community Psychology. 2nd Ed. MA: Allyn and Bacon.
Dworkin, S.H., & Gutierrez, F. (1989). Introduction to special issue. Souncelors be aware: Clients come in every size, shape, color, and sexual orientation. Journal of Counseling and Development, 68, 6-8.
Kettner, P., Moroney, R., & Martin, L. (1999). Designing and managing programs: An effectiveness-base approach. CA: Sage Publications.
Levine, M. & Perkins, D.V. (1997). Principles of Community Psychology. 2nd Ed. NY: Oxford Press.
MacCluskie, K.C. & Ingersoll, R.E. (2001). Becoming a 21st century agency counselor: Personal and professional explorations. CA: Brooks/Cole.
Parsons, R. (1996). The skilled consultant A systematic approach to the theory and practice of consultation. Boston: Allyn and Bacon.
Schram, B. (1997). Creating small-scale social programs. CA: Sage Publications.
Seligman, L. (1996). Diagnosis and treatment planning in counseling (2nd ed.). New York : Plenum.
Sue, D.W. (1991). A model for cultural diversity training. Special Issue : Multiculturalism as a fourth force in counseling. Journal of Counseling and Development, 70(1), 99-105.
United Way. Human Care Services Directory. (2002). PA: Volt Directory.
