Main Content
Syllabus
RHS 301: Introduction to Counseling as a Profession (3)
Overview of the counseling theories that are often used in human service and rehabilitation practices
Overview | Objectives | Materials | Library Resources | Tutor.com | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accomodating Disabilities | Additional Policies
Overview
This course is designed to orient students to various aspects of counseling, including: major theories, interventions and expected skills based on this model, diverse settings and populations served, and research that informs evidence-based practice. In addition, this course will provide an introduction to ethical principles and issues often encountered in human service practice. Although time is devoted to studying counseling theories and skills, the student is not expected to be proficient at actually conducting counseling at the end of the semester. As will become evident in this course, there are counseling skill components involved at various levels within the helping profession. At the undergraduate level, we will address counseling and helping skills to provide a foundation for subsequent training. In addition, this course will challenge students to increase self-awareness, sensitivity, and competence to communicate in authentic and sensitive ways to better connect and communicate with others from diverse backgrounds.
Course Objectives
At the end of this course, students should be able to . . .
- Describe the major counseling theories
- Compare major theories in terms of their underlying processes and techniques
- Apply theories to real world situations
- Describe and apply counseling skills and interventions consistent with a particular counseling theory
- Evaluate evidence-based research with respect to major counseling theories
- Demonstrate empathy for others and establish rapport through the use of theory and skills
- Describe ethical principles in the field of counseling, why they are important, and how they are applied to professional settings
- Demonstrate understanding of multicultural competencies
- Identify and challenge one’s own biases and be able to articulate why self-awareness in terms of attitudes and beliefs may affect client relationships
- Describe the range of occupational and post baccalaureate educational opportunities
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
APA Style Guide
In this course, all students are required to use APA Style. Penn State Libraries provides an APA Quick Citation Guide, which is a good place to start for basic citation/reference information. On the web site, the left-hand Overview menu is a great tool to guide you through any writing projects. There is also a link on the page that connects to the APA Style Blog for searching for more specific formatting answers (e.g., tables).
Tutor.com
Tutor.com is a 24/7 tutoring service that provides students with assistance in coursework, test preparation, research, writing, and more for various subjects. The tutors are subject-matter experts, and each student will have personalized one-on-one sessions with them. Students can schedule their own tutoring appointments to engage in interactive sessions that include a whiteboard and chat feature. The service can be utilized on any device that has Internet access. Students are encouraged to use the service throughout the semester.
Getting Started with Tutor.com:
- Launch Tutor.com by clicking the Tutor.com link in the Course Navigation Menu.
- Select the topic you are studying from the drop-down menu.
- From the subject drop-down menu, select your course.
- Ask your tutor a question in the text box. If you're working with a document, such as a rough draft of a writing assignment, you can upload the file here as well.
- Once you have made these selections, click Get a Tutor, and a tutor will be assigned to you within two minutes.
- You will then enter a virtual classroom with your tutor. Here, the interactive whiteboard and chat feature will be available. You will be able to talk with your tutor and use the tools. File sharing will be available for you and your tutor to review a document at the same time.
- After your session, please fill out the post-session survey to offer feedback on your experience.
- For a more detailed overview of Tutor.com, please view the How It Works video or read the "How It Works" guide (provide link to document). If you have any questions or need additional help logging in, please contact studentsupport@tutor.com
Technical Requirements
- Students must have access to a device (cell phone, tablet, Ipod, camera, etc.) that has the ability to video and audio record and upload to the Internet.
Technical Requirements Operating System Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.
To determine if your operating system is supported, please review Canvas' computer specifications.
Browser Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using.
Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.
To determine if your browser is supported, please review the list of Canvas Supported Browsers.
Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.Additional Canvas Requirements For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. Additional Software All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint.
Students will need a PDF reader, such as Adobe Reader.
Hardware Monitor: Monitor capable of at least 1024 x 768 resolution
Audio: Microphone, Speakers
Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.Mobile Device (optional) The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
| Assignments | Points |
|---|---|
| Class Activities | 140 |
| Quizzes | 70 |
| Discussions | 15 |
| Video Case Scenario | 80 |
| Counseling Theory Concept Map | 55 |
| Case Conceptualization Paper | 75 |
| Humanistic Theories Comparison Video Presentations | 70 |
| Total Points | 505 |
Grading Scale
| Letter | Percentage (%) |
| A | 93 - 100 |
| A- | 90 - 92.9 |
| B+ | 87 - 89.9 |
| B | 85 - 86.9 |
| B- | 80 - 84.9 |
| C+ | 75 - 79.9 |
| C | 70 - 74.9 |
| D | 65 - 69.9 |
| F | 0 - 64.9 |
Class Activities (140 pts). Students will participate in activities throughout the semester. These activities are designed to enhance student learning of concepts and to transfer helping/communication skills to student daily lives. Many activities will require that students use self-reflection to become aware of personal values, viewpoints, judgments, and biases. They will also ask that students become aware of one’s culture, whether at the family level, community, region, or country you grew up in and currently live, and understand how culture influences thoughts, feelings, actions, and reactions to situations and others.
The activities will be provided in a variety of formats:
- Content Pop Quiz: Short quiz with true/false or multiple choice questions. These activities are built into the course content. Students will be provided a question or scenario and briefly respond to a question in a multiple choice or true/false format.
- Essay: Respond to questions based on content in the Canvas course, assigned reading, or after watching a video.
Discussions (15 pts): Respond to discussion questions based on content in the Canvas course, assigned reading, or after watching a video. Responses to discussion questions will be posted in a provided discussion forum.
Video Case Scenario (80 pts). There are a number of video case scenarios that students will watch that display examples of the counseling skills and ethical issues we will be learning throughout the semester. Students will watch a short video that portrays a scenario or a counseling skill and respond to associated questions. Students may be required in some activities to respond to one other classmate.
Comparison Video Presentations (70 pts). There are two video presentations students have to complete. Students will work individually and develop two video presentations. The first presentation is a comparison and substantial argument for either Person-Centered therapy or Gestalt therapy. The second presentation then compares and creates a substantial argument for one of the Humanistic theories or Cognitive Behavioral Theory.
Quizzes (70 pts).
- Quizzes (10 pts each x 6 = 60 pts). Quizzes will be in multiple choice/true and false formats. There are a total of 6 quizzes. Quizzes are located in Canvas.
- Syllabus Quiz (10pts). To ensure students read the course syllabus and understand class expectations and assignments, there will be a syllabus quiz.
Counseling Theory Concept Map (55 pts). Students will work individually to develop a concept map that includes all major counseling theories discussed in this course. Students shall include philosophy, assumptions, major concepts, techniques and interventions, strengths and limitations of the theories. Focus will be on the relationships between theories, and degrees of generality and inclusiveness. This project will begin with Module 6 and conclude with Module 10, students building onto their concept map each week. Concept maps will be considered a work in progress and can be changed each week.
Remember that each week when you submit the next part of your map for that theory, what you are submitting is a rough draft. Your instructor will provide valuable feedback to each submission. You are expected to review this feedback and make necessary changes to your map for the final submission. If you do not submit a rough draft, 10% will be deducted off the top of your final submission, plus the loss of valuable feedback.Case Conceptualization Paper (75 pts). To demonstrate an understanding of the major topics covered in this course including: ethics, multicultural competence, the counseling microskills, and counseling theories/interventions, students will develop a 4 - 5 page case conceptualization paper, based on a provided case study. Students will choose a particular counseling theory discussed in class (psychoanalysis, Adlerian, a particular humanistic theory, behavior, cognitive, or cognitive behavioral theory) to develop a unique treatment formulation for the case conceptualization. Students will provide: a brief discription of the situation (1 - 2 paragraphs only), identification of main issues (which must include ethical and cultural considerations), and rationale of choice of counseling microskills, theoritical approach, and interventions. Students will support their decision to focus on various counseling microskills, chosen theoritical framework, and interventions through the review and analyzation of articles from course content and empirical journals. Students will also discuss cultural considerations and ethical concerns when using particular microskills, chosen theoritical approach and interventions.
Class Format
The class will be taught in such a way as to increase the likelihood that each student will both understand the course content and be able to apply course content in “real world” situations. Methods of instruction may include the following:
- Discussion groups
- Group problem solving with sample cases
- Outside experiences
- Student presentations
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Part 1: Foundation and Microskills
Part 2: Theories
Part 3: Settings/Populations
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
Respect, sensitivity, and honesty. It is expected that everyone will demonstrate respect and sensitivity towards others opinions, feelings, shared experiences and skills, and to provide honest feedback to each other to encourage growth. access code to the syllabus quiz is: RHS_ROCKS!
Use of person-first language is required. For example, when describing a person with terminal cancer, use the phrase “Person with stage IV brain cancer,” do NOT use a phrase such as “cancer victim”. Or say “person with diabetes type 1”, NOT “diabetic patient”. Also refrain from using words such “victim” or “suffers from”. In other words, focus on the person, not the illness or disability. I know for some this may take some getting used to but make sure you focus on this area as points may be deducted for not using language appropriately.
Late Policy. Students will be deducted 10% every week an assignment is late. Work more than three weeks late will not be accepted. If you are having difficulty completing an assignment on time, or there is an emergency that prevents you from completing your work on time, please email the instructor as soon as possible so that arrangements can be made for you to keep up in the class.The instructor will review late requests and circumstances on a case by case basis and make decisions accordingly. The late policy may be waived at the instructor's discretion in case of an emergency. Emergencies are defined as anything which is serious and unexpected including: hospitalization, childbirth, major accident, injury, or bereavement. Examples of non-emergencies include: weddings, vacations, work training, conferences or any other event which can and should be planned around. If there has been an emergency that will hinder your ability to complete your work in a timely manner, please let the instructor know within 48 hours of the event so arrangements can possibly be made. Waiting beyond this time frame to contact the instructor may not be acceptable and will likely cause you to lose points on your work. It is your responsibility to contact the instructor, and if working in a group your group members, as soon as possible if you cannot complete an assignment on time so that the instructor/group members can assist you as best they can. It is NOT appropriate to attempt to contact the instructor/group members last minute (12 hours before deadline) to report personal, group or technological issues. Furthermore, emailing the instructor last minute before a deadline to say an assignment will be late and not hearing back from the instructor does not mean that the assignment will be accepted without penalty. Students have semester long access to the syllabus and course schedule, Canvas and the Canvas calendar to plan accordingly.
Professor grading policy. Please do not ask if the instructor will increase your grade, or if there is anything you can do to increase your grade at the end of the semester. Definitely do not ask the instructor to change your grade once grades are submitted at the end of the semester. While it is the instructor’s responsibility to grade your work fairly and provide you with timely feedback, it is your responsibility to work hard, ask questions of assignments you do not understand, manage your classes appropriately, and check your grades frequently. The one exception about contacting the instructor about a grade change would be in the case where the instructor made a grade recording error for an assignment and/or the final grade.Email policy. Students must check their Canvas email at least once a day. The instructor and classmates main way to communicate is through email. Students not checking their email in a timely manner does not mean he/she will be excused from submitting assignments incorrectly/late. The instructor will check his/her Canvas email throughout the day Monday - Friday. The instructor may only check email once daily Saturday/Sunday. The instructor reserves the right to take 24 hours to respond to a student email request. If you do not hear from the instructor after 24 hours, then assume the email was not received and contact the instructor again. Furthermore, the instructor appreciates the same 24 hour response time from students. If you are having difficulty completing an assignment the night it is due, emailing the instructor after 7pm ET does not mean your assignment may not be considered late. Therefore, it is highly important that you begin your work early in the week, and do not wait until the weekend to begin.
Possible Changes in Syllabus: Unanticipated circumstances may require slight changes in the syllabus. The instructor has the discretion to make changes or modifications to the syllabus if needed, however students will be provided notice of these changes and deadlines may be adjusted accordingly.
Privacy Notice. In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Military Student.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles