COURSE INTRODUCTION PSY 6606. S. KATHLEEN KRACH, PH.D. Syllabus Review

COURSE INTRODUCTION

PSY 6606

S. KATHLEEN KRACH, PH.D.

Syllabus Review

Syllabus Review: Resources

Website (http://spectrum.troy.edu/~kkrach/) PowerPoints Podcasts

BlackBoard Quizzes Assignments Discussion Boards

LiveText Accreditation

Textbook and Pdfs. Reinforce learning Aid in mini-projects and quizzes

Syllabus Review: Content

Counseling theories related to children and adolescents. Human development and behaviors, especially for pre-school

and school-age populations. Consultation models Coordination, placement, and referral procedures. Common child and adolescent disorders. Children/adolescents with special needs and exceptional

children. Legal and ethical considerations with children and

adolescents. Family and other issues that affect children and adolescents. Multicultural and diversity considerations with children and

adolescents.

Syllabus Review: Grades

5%: Discussion posts (2 per lecture) [Blackboard Discussions]

5%: Attendance25%: Case Study*

[Part 1: Blackboard; Part 2: LiveText]20%: Developing a Crisis Management Plan*

[Blackboard]40%: Online Quiz Grades (10% each)

[Blackboard Exams/ Quizzes]5%: Comprehensive Exam

Case Study

Student Directions: Prepare a case study reporting on an individual child/ adolescent developmental concern, problem and/or disorder. This will include assessment, prevention and intervention strategies. Prior to beginning the case study, obtain parental permission to interview the child/adolescent, teachers, and others involved in assessment, prevention and interventions strategies involving the child/adolescent. The student will submit the completed case study in LiveText for instructor’s evaluation. The parent permission form signed by guardian/parent will not be submitted in LiveText. The student will provide the signed form for the instructor to view.

Responses to this assignment must follow correct grammar and APA guidelines.

Student Directions: Prepare a case study reporting on an individual child/ adolescent developmental concern, problem and/or disorder. This will include assessment, prevention and intervention strategies. Prior to beginning the case study, obtain parental permission to interview the child/adolescent, teachers, and others involved in assessment, prevention and interventions strategies involving the child/adolescent. The student will submit the completed case study in LiveText for instructor’s evaluation. The parent permission form signed by guardian/parent will not be submitted in LiveText. The student will provide the signed form for the instructor to view.

Responses to this assignment must follow correct grammar and APA guidelines.

Case Study Part 1

Identify and describe the problem, developmental concern or disorder of the child/ adolescent. Include the following:

•Atypical growth and development•Health/wellness•Language•Ability Level•Multicultural Issues•Factors for resiliency on learning and development•Account for multiple factors in the child/adolescent case•Assess suicide risk and substance abuse (both child/adolescent and family)•Assess other academic, career and personal/social issues

Case Study Part 2

Describe the prevention, intervention and/or treatment plan. Include the following:

•Ways to cope with environment•Therapeutic interventions•Parental involvement•School involvement•Other prevention, intervention strategies•Specify school or non-school setting for planned prevention, intervention or treatment

School-Based Crisis Management Plan

Students will be directed to develop a crisis management plan in a school setting for each of the following situations: a natural disaster, a school intruder, and a grief scenario.

Plans will include: 1. roles and training of personnel2. research-based and flexible plans3. plans for communication, ensuring

security and safety, and follow-up.

Students will be directed to develop a crisis management plan in a school setting for each of the following situations: a natural disaster, a school intruder, and a grief scenario.

Plans will include: 1. roles and training of personnel2. research-based and flexible plans3. plans for communication, ensuring

security and safety, and follow-up.

Due Dates

Due dates for all projects will be on your syllabus.

Quizzes are open from 10PM from the first day until 10PM of the second day (24 hour period).

Discussion posts are due at the end of each week for the lectures from that week.

THESE DUE DATES MAY CHANGE FOR HOLIDAYS. PLEASE CHECK YOUR SYLLABUS!

Specific Class Rules: Krach

Absence Policy: In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing assignments on time, and contributing to class discussion and exploration of ideas. In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice Chancellor and Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site.

Absence Policy - Krach: Students are responsible for information presented in each class (even classes missed). Students are expected to make up missed classes in order to be prepared.

Absence Policy – Krach – Cell Phone/ Texting: The use of a cell phone during class will result in an absence for that class date in your record. Use of a computer during class for anything unrelated to the course will also result in an absence. Exceptions may be made in an emergency situation if discussed prior to class.


Professionalism: In all interactions with the professor as well as any other personnel, professionalism will be maintained at all times. Professionalism refers to 1) Manner of dress; 2) Handling conflict (e.g., behind closed doors, in person, and with respect); 3) Preparation (e.g., read prior to class, have materials needed for the class day); 4) Confidentiality (e.g., within the class, within the schools, etc.); 5) Self-awareness (e.g., know what you don’t know, know when to get supervision, know when to ask for consultation, etc.).

Ethics: All students studying in the field of psychology and counseling are responsible for knowing and behaving under the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct. If you are unaware of what is state on the code, it can be found at: http://www.apa.org/ethics/code/index.aspx


Incomplete Policy – Krach: Students must REQUEST an incomplete prior to the last week of class. An incomplete request form (available from Dr. Krach) must be completed. To obtain an incomplete for this class, students must have a legitimate reason for not being able to complete the work. In addition, over 70% of the course work must already be completed with a passing grade prior to the incomplete. It is the STUDENT’S responsibility to notify the professor as soon as an emergency happens. Notification of an emergency later than 10 days after the event (unless the student is physically incapable of doing so) is considered negligent on the part of the student, and no accommodations can be made.

THOMPSON & HENDERSON (2011): CHAPTER 3

The Counseling Process

Approaches to Counseling

Copyright 2007 Brooks/Cole, a division of Thomson Learning

1. Thoughts

2. Actions

3. Emotions

4. Combination of categories

Common Ingredients of Successful Treatments


A helping relationship that is based on collaboration, trust, a mutual commitment to the counseling process, respect, genuineness, positive emotions, and a holistic understanding of the client



A safe, supportive, therapeutic settingGoals and directionA shared understanding of the concerns that will be

addressed and the process to be usedLearningEncouragementClients’ improved ability to name, express appropriately

and change their emotions



Clients’ improvement in identifying, assessing the validity of, and changing their thoughts

Clients’ increased ability to gauge and change their actions, as well as acquire new, more effective behaviors to promote coping, impulse control, positive relationships, and sensible emotional and physical health (Seligman, 2006, 11)

Lazarus’ BASIC ID model(problem areas often treated in counseling)


B Behavior: actions

A Affect: emotions & moods

S Sensation/School: senses, education

I Imagery: mental pictures

C Cognition: thoughts

I Interpersonal relationships:

interactions with others

D Drugs/Diet: health

Keat’s HELPING model(problem areas often treated in counseling)


H Health issuesE EmotionsL Learning problemsP Personal relationshipsI ImageryN Need to knowG Guidance

Counseling Theories


Affective Person-centered counseling Gestalt therapy

Behavior Behavioral counseling Reality therapy Brief counseling Individual psychology

Counseling Theories


CognitiveRational-emotive behavioral therapyCognitive behavioral therapyPsychoanalytic counselingTransactional analysis

Systemic InterventionFamily therapyConsultation, collaboration, teamwork


FEELINGS

THIN

KIN

GBEH

AVIORSELF


OBSERVABLE

UNOBSERVABLE

What Questions•Behavior•Antecedents•Consequences•Plans•Goals

Why Questions•Needs•Motivation•Feelings•Thoughts•Problem Causes

Behavior and Consequences

1

New Behavior and Consequences

2

AFeelings State

BNew Feelings

CNew Feelings

Preparing for the Interview


Relaxed environment

Comfortable furniture

Promptness

Attentive


Seating Arrangements for Counseling Children

#1

DESK

Counselor’sChair

Child’s Chair


Seating Arrangements forCounseling Children

#2

Counselor’sChair

Child’s Chair


Seating Arrangements forCounseling Children

# 3

TABLE

Counselor’sChair

Child’s Chair

Considerations During the First Interview


Questions children may have about counselingUnderstanding resistanceSteps to overcoming resistanceGoals and ObservationsBuilding a therapeutic allianceStructureExplain confidentiality and the counseling processInvestigate expectations

General Model for Counseling


Step 1: Defining the problem through active listening.

Step 2: Clarifying the child’s expectations

Step 3: Exploring what has been done to solve the problem.

Step 4: Exploring what new things could be done to solve the problem.

Step 5: Obtaining a commitment to try one of the problem-solving ideas.

Step 6: Closing the counseling interview

Questions Counselors Ask


What does the counselor need to know about counseling records?

How much self-disclosure is appropriate for counseling?

What type of questions should the counselor use?

How can silence be used in counseling?

Should counselors give advice or information?



How does the counselor keep the client on task during the counseling session?

What limits should be set in counseling?

What about the issue of confidentiality?

Is this child telling me the truth?

What can be done when the interview process becomes blocked?



When should counseling be terminated?

How can counseling be evaluated?

How do professional counselors work with managed health care?

Goal-attainment scaling


Goals established cooperativelyGoals in measurable terms between “What I

have” and What I would like to have”Priorities identifiedLevels of attainment monitored throughout

counselingGraph to show weekly progress

Goal Attainment Scale

Scale attainment level Scale 1 Scale 2 Scale 3 Scale 4 Scale 5

Most unfavorable counseling outcome (-2)

Less than expected success with counseling (-1)

Expected level of counseling success (0)

More than expected success with counseling (+1)

Most favorable counseling outcome expected (+2)


Counselors and Managed Health Care


Advantages of Managed Behavioral HealthCare

• Efficiency • Accountability

• Professional recognition• Challenge to succeed outside the

traditional medical model and managed health care.

Disadvantages of Managed BehavioralHealth Care

• Limitations on treatment, time, and cost.

Effective treatment plans (Davis, 1998)


Step 1: Problem Identification

Step 2: Problem Definition

Step 3: Goal Development

Step 4: Measurable Objectives

Step 5: Creating Interventions

Step 6: Diagnosing

Documents

COURSE INTRODUCTION PSY 6606. S. KATHLEEN KRACH, PH.D. Syllabus Review