John Jay College of Criminal Justice<\/p>\n
The City University of New York<\/p>\n
CSL\/PSY 342-Introduction to Counseling Psychology (60995, 60997)<\/p>\n
Spring 2022<\/p>\n
In Class: Mondays 10:50am-1:30pm<\/p>\n
Professor: Mickey C. Melendez, Ph.D. Telephone: (212) 237-8101<\/p>\n
Office Hours: Monday 1:30-3:00pm<\/p>\n
by Zoom appointment Office: 8:65:19 NB<\/p>\n
E-mail: mimelendez@jjay.cuny.edu<\/p>\n
Required Texts: None<\/p>\n
Assigned readings will come from:<\/p>\n
The Journal of Counseling Psychology. Washington D.C.: APA Publications.* <\/p>\n
The Counseling Psychologist. Thousand Oaks, CA: Sage Publications.*<\/p>\n
(* Available on-line as an electronic journal through Sealy library)<\/p>\n
Supplementary Readings: <\/p>\n
Brown, S.D., & Lent, R.W. (2008). Handbook of Counseling Psychology,<\/p>\n
Hoboken, NJ: John Wiley & Sons.<\/p>\n
Gelso, C. & Fretz, B. (2001). Counseling Psychology, Belmont, CA:<\/p>\n
Wadsworth\/Cengage Learning<\/p>\n
Course Description:<\/p>\n
This course will provide an overview of the Counseling Psychology profession, with a specific concentration on its history, research, theory, and practice. In addition, a primary goal of the course will be on development and refinement of the communication techniques fundamental to establishing and maintaining a counseling relationship. <\/p>\n
Prerequisites: PSY 101, ENG 101, CSL 150 or permission of the instructor.<\/p>\n
Course Objectives: <\/p>\n
to provide an overview of the history and traditions of counseling psychology <\/p>\n
to introduce the current roles, challenges, issues, and settings related to the profession of counseling psychology <\/p>\n
to introduce the scientist-practitioner model of training in counseling psychology <\/p>\n
to introduce the primary methodologies employed in the counseling psychology research<\/p>\n
to explore and critique the major theoretical approaches to counseling<\/p>\n
to facilitate the development and refinement of fundamental interviewing and listening techniques <\/p>\n
to develop an appreciation of diversity and its influence on the counseling relationship<\/p>\n
to develop an understanding of the specific skills and techniques employed by counseling psychologists <\/p>\n
Course Requirements:<\/p>\n
Attendance, Participation, and Preparation: <\/p>\n
Regular attendance, promptness, evidence that you are prepared, good grades your assignments and participation in classroom discussions will impact positively on your final grade. Frequent absences, arriving late for classes, failing to do the assigned readings, doing poorly on assignments and not participating in classroom discussions will result in a low grade or failure.<\/p>\n
All assignments and readings are expected to be complete on the date they are due. Late work will result in grade reduction.<\/p>\n
Students must turn off all personal electronic devices before entering class and must arrive and depart at the designated class times. <\/p>\n
All students have the right to express their opinions and values and engage in critical thinking about issues discussed in this class. Students are expected to conduct themselves in a fashion that delineates sensitivity, openness, and respect for their fellow students\u2019 opinions, values, and feelings. If a student is in violation of this policy, the student will immediately be asked to leave the classroom and a mandatory meeting with the professor will be scheduled prior to the student being permitted to attend the next class. Lastly, all opinions expressed in class will stay in class.<\/p>\n
Class Participation: This course consists of both didactic and experiential components. Readings and class discussions should provide ample opportunities for reflection, introspection, and self-awareness. In addition, virtual attendance, class participation in discussion groups, and live stream lectures are fundamental to the learning process and will allow you to maximize your personal development as a helper and counselor. Participation in group Zoom discussions will be a key indicator of class participation. Class participation will account for 15% of your final grade.<\/p>\n
On-line Exams: Over the course of the semester three on-line examinations will be given to assess student understanding of the material covered. The exams will include all topics covered in class lectures, discussion, readings, and videos. The format of the exams will include various types of short answer questions. Each exam will account for 20% of your final grade, for a total of 60%.<\/p>\n
Research Paper: Students will be required to choose an area of interest relevant to the syllabus of the courses and select, summarize, and critique 5 empirically based journal articles within that area. This assignment involves using published research to provide an overview of and argument about a topic, identify the gaps in the literature, and make future recommendations.\u00a0Simply summarizing the information you read is not enough. Instead, carefully synthesize the information to support your argument. Only discuss the parts of the studies that are relevant to your argument or topic.\u00a0 Headings and subheadings can help guide readers through a long research paper. <\/p>\n
Choose a topic that is appropriate to the length of the assignment and for which you can find adequate sources. For example, \u201cself-esteem\u201d might be too broad for a 8-10 page paper, but it may be difficult to find enough articles on \u201cthe effects of private school education on female African American children\u2019s self-esteem.\u201d A paper in which you focus on the more general topic of \u201cthe effects of school transitions on adolescents\u2019 self-esteem,\u201d however, might work well for the assignment.<\/p>\n
Students will be required to critique each article on its research design merits, discuss each articles relevance and contribution to the subject matter, highlight the relative inequities or inadequacies in the literature, and suggest areas of future inquiry within the chosen topic. An APA style reference list must also be included as part of the 8-10 pages. We will discuss the final paper during the Zoom meetings. The paper will account for 25% of your final grade.<\/p>\n
Grading: <\/p>\n
Criteria # of points Grade % age<\/p>\n
Class Participation 75 15%<\/p>\n
Exam 1 100 20%<\/p>\n
Exam 2 100 20%<\/p>\n
Exam 3 100 20%<\/p>\n
Paper 125 25%<\/p>\n
____________________________________________________________<\/p>\n
Total: 500 points 100%<\/p>\n
Statement of John Jay College Policy on Plagiarism<\/p>\n
\u201cPlagiarism is the act of presenting another person\u2019s ideas, research or writings as your own. <\/p>\n
The following are some examples of plagiarism, but by no means is it an exhaustive list:<\/p>\n
Copying another person\u2019s actual words without the use of quotation marks and footnotes attributing the words to their source.<\/p>\n
Presenting another person\u2019s ideas or theories in your own words without acknowledging the source.<\/p>\n
Using information that is not common knowledge without acknowledging the source.<\/p>\n
Failing to acknowledge collaborators on homework and laboratory assignments.<\/p>\n
Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the Internet without citing the source, and \u2018cutting & pasting\u2019 from various sources without proper attribution.\u201d<\/p>\n
(From the John Jay College of Criminal Justice Undergraduate Bulletin, 2005-2007, p.157)<\/p>\n
Incomplete Grade Policy<\/p>\n
An incomplete grade may be given only to those students who would pass the course if they were to satisfactorily complete course requirements. It is within the discretion of the faculty member as to whether or not to give the grade of Incomplete. <\/p>\n
If the course takes place during the fall semester or winter session, then the incomplete work is due by the student no later than the end of the third week of the following spring semester. If the course takes place during the spring semester or summer session, then the incomplete work is due no later than the end of the third week of the following fall semester. It is within the discretion of the faculty member to extend this deadline under extraordinary circumstances.<\/p>\n
When completing the online Incomplete Grade Form, the faculty member agrees to grade the student\u2019s outstanding coursework as specified on the form and to submit the student\u2019s grade for the course any time from the date the student submits the completed work until the end of that fall or spring semester. This policy should be included on undergraduate course syllabi. If the student does not successfully complete the missing work, the faculty member may change the grade to a letter grade. If the faculty member does not submit a change of grade, the incomplete grade automatically becomes the grade of FIN.<\/p>\n
This policy does not apply to laboratory and studio courses, or to internship courses, for which neither the professor nor the department can reasonably accommodate a student\u2019s missed lab or studio or internship work as described herein. The academic departments which offer such courses shall develop departmental policy for consideration by the College Council.<\/p>\n
Degree candidates should be aware that an INC grade received during their last semester in courses required for graduation will result in the postponement of graduation.<\/p>\n
Resolving the Grade of Incomplete through Make-up Examinations<\/p>\n
The procedure outlined here is initiated when a student has received the grade of INC because of absence from a final examination. All makeup final examinations given after the completion of the semester are processed and administered by the faculty member who taught the course or by his or her academic department. Contact the instructor for details.<\/p>\n
Source: John Jay College of Criminal Justice Undergraduate Bulletin<\/p>\n
Course Outline:<\/p>\n
Date Topics Readings<\/p>\n
History and Contemporary Challenges <\/p>\n
1\/31 Introduction <\/p>\n
Create class list; Black Board<\/p>\n
Counseling Psychology Today: Watkins (2008)<\/p>\n
Unifying Themes<\/p>\n
2\/7 Counseling Psychology Today: Goodyear et al. (2008)<\/p>\n
Roles and Responsibilities<\/p>\n
History of the Profession: Vespia & Sauer (2006)<\/p>\n
The Early Days: Identifying the Need, pp. 229-236<\/p>\n
Establishing an Identity<\/p>\n
2\/14 History of the Profession: Vespia & Sauer (2006)<\/p>\n
Changing with the Times pp. 236-251<\/p>\n
Training as a Counseling Psychologist<\/p>\n
Training in Counseling Psychology: Vespia, Sauer, The Scientist Practitioner Model & Lyddon (2006),<\/p>\n
Ph.D., Psy.D., LMHC, etc. Gelso (2006)<\/p>\n
2\/21 No classes: Washington’s Birthday<\/p>\n
2\/28 Training Counseling Psychology: Vespia, Sauer, Research, Publication, Identity, & Lyddon (2006),<\/p>\n
Scholarly Writing Gelso (2006) cnt\u2019d<\/p>\n
Training in Counseling Psychology: TBA <\/p>\n
Clinical Practice, Internship, Licensure <\/p>\n
Counseling Psychology as Science<\/p>\n
3\/7 Research and Theory Gelso (2001)<\/p>\n
The Bubble Hypothesis, Rigor <\/p>\n
vs. Relevance, and Research Classifications<\/p>\n
Quantitative Research: <\/p>\n
The Old Guard Gelso cnt\u2019d (2001)<\/p>\n
3\/14 Deductive vs. Inductive Reasoning<\/p>\n
Mixed Methods research<\/p>\n
On-line examination 1 <\/p>\n
Qualitative Research: Morrow (2007)<\/p>\n
The New Wave<\/p>\n
Integrating Theory, Research, and Practice within Counseling Psychology <\/p>\n
3\/21 Brief vs. Traditional Counseling Steenbarger (1992)<\/p>\n
The 4th Force: Multiculturalism Sue, Areendondo, Creating Cultural Competence & McDavies (1992) in the Legacy of Racism and Colonialism Sue (2001)<\/p>\n
3\/28 Legal and Ethical Issues facing Counseling Sue et al. (1992) Psychologists: Therapy and Research<\/p>\n
Returning to Our Roots: Fouad & Kozlowski (2019)<\/p>\n
Vocational Counseling <\/p>\n
4\/4 School Counseling and Research Lichtenberg & Goodyear Educational Psychology (2004) <\/p>\n
Group Counseling Racial & Cultural<\/p>\n
Group Dynamics (199<\/p>\n
Special Topics within Counseling Psychology<\/p>\n
4\/11 Family Counseling Nutt & Stanton (2008)<\/p>\n
Marital and Couples Counseling<\/p>\n
On-line Examination #2 <\/p>\n
4\/18 No class: Spring break 4\/15-4\/22 <\/p>\n
4\/25 Clinical Supervision Nelson et al. (2006) <\/p>\n
Consultation in CP Hoffman et al., (2006)<\/p>\n
5\/2 Internet and Virtual Reality Mallen (2005)<\/p>\n
Counseling <\/p>\n
The 5th Force: Social Justice, Anti-Racism and <\/p>\n
Counseling Psychology Shin (2008)<\/p>\n
5\/ 9 Feminist Perspectives in Hoffman et al. (2006)<\/p>\n
Counseling Psychology cnt\u2019d <\/p>\n
Health, Wellness, and Holistic Approaches TBA <\/p>\n
In CP<\/p>\n
5\/16 Psychology: the 6th Force in CP? Harris, Thoresen, & Lopez (2007)<\/p>\n
Course Review and Wrap-Up Literature Review Paper Due <\/p>\n
On-Line Examination 3 will be during our allotted final examination time slot.<\/p>\n
Dates and topics are subject to change at the discretion of the professor.<\/p>\n","protected":false},"excerpt":{"rendered":"
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