COUN 525 Syllabus - Winter 2021 copy 2

COURSE OUTLINE COUN 525 Professional Counseling II 1 Semester Credit – Hybrid Tuesdays, 5:00 – 5:50 PM Meeting Room: Online Winter 2021 PROFESSOR: Ileanna Freeman, Ph.D., LSC, CFLE Office Phone: 423-236-2960 Physical Office: SH 1800-C Email : ileanaf@southern.edu Office Hours: Tuesdays: 5:00 - 6: PM Wednesdays: 2:30 - 6:30 PM Thursdays: 12:00 - 3:00 PM VIRTUAL CLASSROOM LOCATION: https://southern.zoom.us/j/98332210297?pwd=QndHR2sreXNuaUhEWU1OMTIwVGxaZz09 PROFESSOR’ VIRTUAL OFFICE: https://southern.zoom.us/j/92901504460?pwd=a1hBZnNBbWorSEQ3TGY3MDdMcnl0UT09 I. COURSE DESCRIPTION: Taken during the last year of the counseling program, this course guides students through the process of portfolio completion, preparation for comprehensive and licensing exams, the search for a job or application to doctoral programs, and other issues relevant to practicing in the professional counseling field. Prerequisite(s): COUN 524 and completion of at least 36 hours in degree program. II. REQUIRED READING: 2. Marini, I. & Stebnicki, M. A. (Eds.). (2016). The professional counselor’s desk reference. New York: Springer. 3. Schellenberg, R. (2018). The school counselor’s desk reference and credentialing examination study guide. (2 nd ed.). New York: Rouledge.

Professional Counseling II – Winter 2021 | 2 III. SUPPLEMENTAL READING: 2. Selected books and articles: Corey, G. (2010). Creating your professional path. Alexandria, VA: American Counseling Association. Erford, B. T. (2018). Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations. New York: Pearson. Rosenthal, H. (2017). Encyclopedia of counseling. (4 th ed.). New York: Rouledge. Sangganjanavanich, V. F. & Reynolds, C. A. (Eds.). (2015). Introduction to professional counseling. Thousand Oaks, CA: SAGE Publications. VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Zhang, N. & Parsons, R. D. (2016). Field experience: Transitioning from student to professional 3. Selected Relevant Websites: American Association of Christian Counselors: http://www.aacc.net/ American Counseling Association: http://www.counseling.org/ American School Counselor Association: http://www.schoolcounselor.org/ Bradley County Public Schools: https://www.bradleyschools.org/ U.S. Department of Labor Bureau of Labor Statistics: https://www.bls.gov Catoosa County Public Schools: http://www.catoosa.k12.ga.us/ Cleveland, TN School District: https://www.clevelandschools.org/ Dalton City Public Schools: https://www.daltonpublicschools.com/ Hamilton County Public Schools : https://www.hcde.org/ National Board for Certified Counselors: http://www.nbcc.org/ Tennessee Counseling Association: https://www.tcaconselors.org Tennessee Licensed Professional Counselor Association: https://tlpca.net/ Tennessee Mental Health Counselor Association: https://www.facebook.com/Tennessee- Mental-Health-Counselors-Association-161007197276561/ IV. COURSE ALIGNMENT WITH CONCEPTUAL FRAMEWORK: This course is congruent with the Conceptual Framework of the School of Education and Psychology. This Conceptual Framework is aligned, in turn, with the Council for Accreditation

Professional Counseling II – Winter 2021 | 3 of Counseling and Related Educational Programs (CACREP) common core curricular experiences and student learning outcomes established for Clinical Mental Health and School Counseling programs. To Serve, To Lead, To Transform A. Mission of the School of Education and Psychology: Our mission is to prepare all students to be effective professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a pluralistic society. Goal of the School of Education and Psychology: The goal of the School of Education and Psychology is to facilitate the comprehensive development of professionals as servant leaders in their communities. This goal is realized by providing opportunities for the counselor candidate to become effective in the following roles: (1) a caring person, (2) an informed facilitator, (3) a reflective decision maker, and (4) a committed professional. Together these roles lay the foundation for the professional excellence on which the counselor education unit bases the CACREP core curricular experiences and expected learning outcomes. B. Core Curricular Experiences and Learning Outcomes: 1. As a Caring Person, the counselor candidate is provided with curricular experiences in the areas of social and cultural diversity, helping relationships, and group work. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite to: (a) ) effective counseling, prevention, and intervention ; (b) service to clients who represent diverse populations ; and (c) advocacy to better the lives of individuals and communities. 2. As an Informed Facilitator, the counselor candidate is provided with curricular experiences in the areas of assessment, human growth and development, and career development. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite for: (a) meaningful assessment that facilitates a plan of action, (b) diagnosis leading to appropriate treatment, and (c) promoting optimal academic development in the school setting. 3. As a Reflective Decision Maker, the counselor candidate is provided with curricular experiences in the area of research and program evaluation. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite to: (a) conduct research that contributes to the knowledge base of the profession; (b) ) critically evaluate research and apply current information to decision making; and (c) conduct meaningful program evaluations that inform development and enhance services. 4. As a Committed Professional, the counselor candidate is provided with curricular

Professional Counseling II – Winter 2021 | 4 experiences in the area of professional orientation and ethical practice. The counselor candidate is then expected to demonstrate the knowledge, skills, and practices requisite to: (a) applying and adhering to ethical and legal standards specific to the counseling practice; (b) adhering to the professional orientation and roles that are relevant to the counseling practice; (c) collaborating and consulting with other professionals, both within the clinical or school setting and with other community professionals; (d) utilizing the foundation knowledge specific to the area of counseling practice, and (e) leading in the development and management of counseling practice in a clinical or school setting. V. KNOWLEDGE, SKILL, AND PRACTICE OUTCOMES: Upon successful completion of this course, students should: 1. Understand the role and process of the professional counselor advocating on behalf of the profession. [CACREP 2F-1d]* 2. Know the current labor market information relevant to opportunities for practice within the counseling profession. [CACREP 2F-1h]* 3. Know the role of counseling supervision in the profession. [CACREP 2F-1m]* 4. Understand the step-by-step process necessary to obtain a license to practice in the field of clinical mental health or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 5. Understand the step-by-step process necessary to apply for a job in the field of clinical mental health counseling or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 6. Be ready to take the licensing exam appropriate to their field. 7. Know how to apply job seeking professional skills and strategies. 8. Understand the continuing education requirements for clinical mental health counseling or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 9. Understand the step-by-step process necessary to apply to a doctoral degree program in the specialty of their choice. 10. Be familiar and apply strategies for personal and professional self-evaluation and

Professional Counseling II – Winter 2021 | 5 implications for practice. [CACREP 2F-1k] 11. Be Familiar with professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues [CACREP 2F-1g] VI. METHODS OF INSTRUCTION: The instructor will use a variety of methods of instruction, including class discussions, analyses of personal experiences, in- and out-of-class activities, readings, simulated experiences, and presentations. VII. DIVERSITY CONSIDERATIONS: During this course, students will consider how their racial/ethnic/cultural identity may influence their professional experiences and career paths. VIII. INCORPORATION OF TECHNOLOGY: During this semester, students will be required to dedicate a significant amount of time to online research as it pertains to the topics covered in this course. IX. INCORPORATION OF RESEARCH: 2. Students: Students will be required to become familiar with the professional literature regarding current issues in the counseling field. 3. Instructor: The instructor will incorporate counseling-related research to this course by using and infusing into class discussions and activities the professional literature resources listed below. Other research resources will be included as appropriate. * Identifiers between brackets refer to the standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to which this course expected outcomes contribute.