East Carolina University College of Education
Department of Higher, Adult & Counselor Education
COAD 7404: Advanced Counseling and Consulting Strategies Summer 2013
Kylie P. Dotson-‐Blake, Ph.D., LPC, NCC Phone: 328-‐5277 (work) 223-‐A Ragsdale Building E-‐Mail: [email protected] Office Hrs: Tues. 10:00 am – 2:00 pm Thurs. 11:00 am – 1:00 pm Virtual hours and other hours by appointment Required Text:
Long, L. L., Burnett, J. A., & Thomas, R. V. (2006). Sexuality Counseling: AN Integrative Approach. Upper Saddle River, NJ: Pearson Education, Inc. Wincze, J. P. & Carey, M. P. (2001). Sexual Dysfunction: A Guide for Assessment and Treatment (2nd ed.). New York, NY: Guilford Press.
Course Description: In-‐depth examination of various counseling strategies and approaches for practicing counselors. Study of selected consulting models and processes.
Course Objectives:
Upon completion of this course, students will be able to:
1. Articulate an understanding of the social construction of sexuality and sexual identity within social, historical and cultural contexts
2. Demonstrate fluency and comfort talking about sex and sexual functioning with clients
3. Understand a variety of human sexuality issues (e.g., gender, sexual functioning and sexual orientation), human development and sexuality and the impact of sexuality/sexual issues on family and couple functioning.
4. Learn primary treatment approaches and techniques for resolving sexual problems and consider their use within specific cultural and social contexts
5. Critique current research on sexual identity development, sexual health and sexual dysfunction
CACREP Standards addressed in COAD 7404:
Standard Number
7404 CACREP Standards Description
II.G.1.i. X Advocacy processes needed to address institutional and social barriers that impede access, equity and success for clients
II.G.2.b. X
Attitudes, beliefs, understandings and acculturative experiences, including specific experiential learning activities designed to foster students’ understand of self and culturally diverse clients.
CMHC.C.2. X Knows the etiology, the diagnostic process and nomenclature, treatment, referral and prevention of mental and emotional disorders
CMHC.D.2. X
Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral and prevention of mental and emotional disorders.
CMHC.E.2. X
Understands the effects of racism, discrimination, sexism, power, privilege and oppression on one’s own life and career and those of the client
CMHC.K.2. X
Understand the established diagnostic criteria for mental and emotional disorders and describe treatment modalities and placement criteria within the continuum of care
Expectations For Students:
This course covers specific clinical curricular content necessary for competent practice as professional counselors. To get the most out of this course, students must be actively engaged in all course discussions and assignments. Additionally, students are requested to specifically consider the impact of course discussion topics and to develop assignments in a way that furthers their understanding of their chosen professional specializations, i.e. clinical mental health counseling, school counseling or student affairs and college counseling
Methods of Instruction:
Class sessions will include lectures, demonstrations, practice, and online assignments (i.e., podcasts, discussion boards, homework, etc.), as well as student exploration of professional uses of theories and techniques.
Technology Requirements/Expectations:
COAD 7404 is taught as a fully online course. Methods of instruction include instructor-‐developed lectures, assigned readings, experiential activities, guided reflection and class participation including instructor-‐facilitated discussions and group activities. A variety of technology is utilized in the course, including BlackBoard, YouTube, and other internet-‐based technology tools.
Academic Integrity: Academic integrity is expected of every East Carolina University student. Academically violating the Honor Code consists of the following: cheating, the giving or receiving of any unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work; plagiarism, copying the language, structure, ideas, and/or thoughts of another and adopting those as one's original work; falsification, statement of untruth, either verbal or written, regarding any circumstances relating to academic work; and attempting any act which if completed would constitute an academic integrity violation as defined above. Procedures governing academic integrity violations are described in the East Carolina University Student Handbook and in the Faculty Manual. ECU provides guidelines to students regarding academic integrity while enrolled. The instructors of this course adhere to the established policies and will not tolerate acts of cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify. Should the instructors determine that an academic violation has taken place, we reserve the right to assign a grade sanction, which can include failure of the course and dismissal from Graduate School and your program of study, and/or refer the case to the Office of Student Rights & Responsibilities for a hearing. No student may drop the involved course or withdraw from school prior to resolving an academic integrity charge. It is important for students to understand that the policy of ECU is to remove students who commit academic integrity violations from the school. Please see www.ecu.edu/cs-‐acad/eai/DEStudentIntegrity.cfm
COURSE REQUIREMENTS Assignment Description % of
Grade Class Participation / Discussion Board
To get the most out of this course, it is important that you be willing to actively engage with your classmates. With every weekly discussion board assignment, you will be expected to respond to the prompt/question and then to respond to at least one of your classmates’ postings. For this course to be the most effective, we must all work to maintain a consistent, running discourse. 15% of your grade will be based on face-‐to-‐face class participation and your level and quality of participation in the weekly online discussion boards. (At minimum, you must have one primary post and one response post for each forum.) These assignments must be completed on time and late work will result in penalties. The primary post must be made by Wednesday each week; the response post to at least one classmate’s post must be
15%
made by the following Saturday.
Contemporary News/Media Presentation
Students will identify a topic of interest in the contemporary media that aligns with one module’s focus and initiate and lead a blog discussion on this topic. Students must include a statement about the impact of this topic on advocacy and cultural competence.
15%
Disorder Snapshot
In partners, students will prepare a snapshot sharing information about a sexual disorder/dysfunction/paraphilia selected from a list provided by the faculty. Snapshots must follow the defined format and should be no more than five pages. Students are required to post the snapshots in the defined discussion board and to lead a discussion about their topic.
25%
Treatment Plan Students will be given a case study and in partners will develop a treatment plan using the PLISSIT model and the Weeks and Treat Case Formulation Method. For this assignment a 2 page narrative description of the intended utilization of the PLISSIT model and a completed Weeks and Treat (2001) Case Formulation Model must be submitted.
30%
Final Reflection Students are required to submit a 3 page final reflection sharing individual perceptions on the impacts of class engagement on their professional and personal growth. Additionally, students are asked to reflect on how professional knowledge of sexuality issues will impact their work as counselors.
15%
POLICY ON STUDENT ABSENCES Students are expected to attend each class and more than two missed sessions will result in the student being referred to the Counselor and Adult Education Professional Performance Review Process (CAEPPR Process). GRADING PERCENTAGES:
%age DUE 1. Class Participation/Discussion Board 15% Weekly 2. Contemporary News Media Pres 15% Ongoing 3. Disorder Snapshot 25% Ongoing 3. Treatment Plan 30% June 10 5. Final Reflection 15% June 19 Grading Scale: A = 100 – 90 C = 79 -‐ 70 B = 89 – 80 F = Below 70
Initial Discussion Board posts must be made by Wednesday of each week.
At least one response post to a classmate’s post must be made by the following Saturday of each week.
TENTATIVE CLASS SCHEDULE
WEEK OF SEMESTER:
CACREP STANDARDS
READINGS & TOPICS ASSIGNMENTS
Week 1
II.G.1.i. II.G.2.b.
Readings: Long, Burnett & Thomas: Chapters 1-‐2, Professional Article, Glossaries Topics: Defining Sex Counseling, Developing Sexual Literacy, Expanding Counselor Self-‐Awareness
• Assignment 1 • Assignment 2 • Assignment 3 • Assignment 4 • Discussion #1
Week 2
II.G.1.i. II.G.2.b. CMHC.E.2. CMHC.K.2.
Readings: Long, Burnett & Thomas: Chapters 3 & 4; Wincze & Carey: Chapters 1, 6, 7, 8 Topics: Assessment & Treatment Planning
• Reflection Discussion: Assessment & Treatment Planning
• Contemporary News Media Discussion
Week 3
II.G.1.i. CMHC.C.2. CMHC.D.2. CMHC.E.2. CMHC.K.2.
Readings: Long, Burnett & Thomas: Chapters 5, 6, 7; Wincze & Carey: Chapter 5 Topics: Disorder and Societal Constructions of Health
• Disorder Snapshot Presentations • Dyspareunia, Gender Identity Disorder, Hypoactive Sexual Desire Disorder
• Reflection Discussion: Disorders & Social Construction
• Contemporary News Media Discussion
Week 4
II.G.1.i. CMHC.C.2. CMHC.K.2.
Readings: Long, Burnett & Thomas: Chapters 6, 7, 12; Wincze & Carey: Chapter 3 Topics: Health & Wellness Through a Sexuality Positive Lens
• Disorder Snapshot Presentations • Male Erectile Disorder, Female Sexual Arousal Disorder, Paraphilias
• Reflection Discussion: Health & Wellness
• Contemporary News Media Discussion
Week 5
II.G.1.i. CMHC.C.2. CMHC.K.2.
Readings: Long, Burnett & Thomas: Chapters 8 & 11; Wincze & Carey: Chapters 4, 5 & 8 Topics: Balancing biomedical and psychosocial approaches
• Disorder Snapshot Presentations • Female Orgasmic Disorder, Premature Ejaculation, Vaginismus
• Reflection Discussion: Questions to gather information and foster insight
• Contemporary News Media Discussion
Week 6
II.G.1.i. II.G.2.b. CMHC.C.2. CMHC.D.2. CMHC.E.2. CMHC.K.2.
Readings: Long, Burnett & Thomas: Chapters 9, 10, 13 & 14; Article on Survivors of Sexual Violence Topics: Special Issues in Sexuality Counseling
• Treatment Plans Due
• Reflection Discussion: Advocacy and Services
• Contemporary News Media Discussion
Exam Week
II.G.1.i. II.G.2.b. CMHC.E.2.
Topic: Final Reflection • Final Reflections Due
DISTANCE EDUCATION – CONTINUITY OF INSTRUCTION
As with any technology, Blackboard and other Internet-‐based teaching tools have the potential for technical problems. We like to think this technology will be available to you all semester. To prepare for course downtime or a performance issue that makes the system speed unusable, I encourage you to:
1. Save and/or print a copy of the syllabus, assignment schedule, and available course materials. 2. Save my email address, [email protected], so that you are able to contact me as necessary. 3. Save names of fellow classmates, so that you may contact each other through Piratemail or other third party email. 4. Determine that the problem is with Blackboard/Internet-‐based course site and not your Internet Service Provider. Visit your favorite web site or www.ecu.edu and, if these pages are available, then more than likely it is a Blackboard/Internet based course site problem.
In the event that we do experience Internet based course downtime, you can expect me to communicate with you through email. I will do my best to make sure that we are able to continue to progress through the course with alternate assignments and a modified schedule. For more information on ECU’s Continuity of Instruction Policy: http://www.ecu.edu/cs-‐acad/learningplatforms/upload/DE-‐Contingency-‐Plan2009-‐2010.pdf If you have further questions, or in the case of course downtime due to unforeseen events, please utilize my contact information contained within the syllabus.
ADA COMPLIANCE East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services located in Slay 138 (252) 737-‐1016 (Voice/TTY).
**This syllabus is subject to change as necessary for the appropriate progression of the class. If the information changes, a revised syllabus will be
distributed.**
Disorder Snapshot
Choose one of the following as your focus for the snapshot: Dyspareunia – Module 3 Gender Identity Disorder – Module 3
Hypoactive Sexual Desire Disorder – Module 3 Female Sexual Arousal Disorder – Module 4 Male Erectile Disorder – Module 4 Paraphillias – Module 4 Female Orgasmic Disorder – Module 5
Premature Ejaculation – Module 5 Vaginismus – Module 4
I. Disorder Name II. General Description & Clinical Presentation III. Etiology
a. Biological Factors b. Psychosocial Factors
IV. Differential Diagnosis V. Prevalence VI. DSM-‐IV Diagnostic Criteria
a. Changes present in DSM-‐V Diagnostic Criteria VII. Pharmacological Interventions VIII. Counseling Interventions IX. Perceptions/Reflections from Contemporary Media X. Additional Resources for Therapeutic Support XI. Additional Scholarly Resources
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