Community College of Hong Kong Division of Social Studies ASocSc in Applied Social Studies Concepts and Theories of Counseling

DSS 20670 Course Outline Aims and Objectives: This course aims at examining the basic characteristics, theories and concepts of guidance and counseling in initiating change. Upon the completion of this course, students will be able to: 1. Identify the basic characteristics of guidance and counseling in motivating people to change; 2. Analyze the process and strategies of counseling in facilitating change; 3. Explain knowledge of different theoretical and intervention approaches in guidance and counseling; 4. Justify the significance of guidance and counseling at different settings; and 5. Reflect on the essentials and ethics of qualified counseling practice. Teaching Methods: With the emphasis of students as ACTIVE LEARNERS, students have to take more initiative to learn from reading references, raising question, group discussion and sharing, self-reflection, consolidating and integrating ideas, and from experimenting and application of knowledge. At the meantime, students are also encouraged to learn and work in small group where they have to define their learning goals, learning tasks and outcome in handling problem situation in counseling. The teacher in the course will function as a consultant, resource person, enabler, facilitator or even a participant in stimulating, motivating and supporting the students in their learning. Course Schedule and Content: Lecture 1 2 Theme Orientation to the Course What is Counseling? History and purpose of counseling: development, identity and ethics, themes, and work setting
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Process and Outcome of counseling Characteristics of counseling relationship, Cultural diversity in counseling Overview of helping process in counseling Contact Phase of counseling: intake, engagement and relationship building (use of humanistic approach) Contract Phase of counseling: problem exploration, problem assessment, goal setting and action plan (use of bio-ecological approach) Action Phase of counseling: developing insight (use of psychodynamic approach) Action Phase of counseling: managing problems (use of cognitive-behavioral approach) Action Phase of counseling: working with systems (intervention on structure and process of systems) Ending Phase of counseling Workplace counseling Course Evaluation and feedback Theme Development of Guidance and Counseling in H.K. Code of Practice of Professional Counseling Counseling Relationship and Cultural Diversity Relationship Building: Person-centered approach Developing Insights: Psychoanalytic approach Managing Problems: Cognitive-Behavioral approach Working with Systems: Systemic approach

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Tutorial 1 2 3 4 5 6

Teaching pattern: Lecture 26 hours (2 hours per week) Tutorial 13 hours (2 hours or more in alternate week) Course Assessment The assessment of the course is based on 100% coursework and it is compulsory for student to attempt all four components.

1. Participation (20%) Owing to the interactive nature of both lecture and tutorial, students are encouraged to

have active participation in learning. Students are advised to read the materials provided and other relevant readings before class. They have to contribute in sharing their views and ideas, and in reflecting on these learning experiences so as to maximize what they can gain from the course. Meanwhile students are required to have full attendance in all sessions. In case of necessity, strong reasons and medical certificates have to be supplied for absence of any session. Specifically, students participation will be assessed in terms of their: (i.) willingness to volunteer to take up additional tasks such as a leading role in class activities and group exercises; (ii.) openness to share their own thoughts and ideas in the class; (iii.) readiness to assimilate new ideas, concepts and skills; and (iv.) consistency and punctuality in attending class. 2. Classroom based presentation (30%) Presentation of group and individual work constitutes another essential component of students learning. Here students or group members are expected to synthesize what they have read, acquired and concluded from learning, and then to present them systematically for mutual understanding of specific topics. Besides, the presentation will also serve as a platform for stimulating further discussion and exchange of ideas. For the criteria of the assessment, please refer to Appendix 1. Students will be divided into 4 small groups for taking part in the presentation of different topics chosen from Tutorial 3 to 6 of the course. Since it is a team project, students performance will be evaluated on a group basis. But if explicit difference is identified among the contribution of group members, then individual grading will be given. As much as possible, students within a group should try to maintain a fair division of labor among themselves. In order to ensure full commitment and equal contribution from every student, a Peer Evaluation Form is provided to monitor the performance of each student in the team work (please refer to Appendix 2). During the assessment, teacher would consider this feedback in conducting the students evaluation. 3. Short quiz (20%) Two short quizzes will be carried out in the class of week 6 and 11 respectively. The purpose of the quiz is to facilitate the students to clarify their understanding of concepts of counseling as well as their application of knowledge in real-life practice.
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4. Written Assignment (30%) Students are required to write an essay of around 1500 words for consolidating their learning in the topics discussed in the course. In this paper, student will be given case situation/s for analysis and planning for change. Based on the case situation, student has to assess the major problems experienced by different systems involved. These systems can be an individual, a small group or team, a family, a community or an organization. Then with reference to the assessment of problems, student has to formulate a plan to initiate action for change. In writing the problem analysis and action plan, student has to demonstrate his/her accurate understanding of concepts of counseling and their relevant application in the case situation. Meanwhile the quality of paper will also be evaluated according to the adequacy of explanation, elaboration and illustration made, and the clarity of expression and presentation in writing. The paper has to be written in English and to be submitted on (Friday) of Week 14. Essential Readings: Gelso, C. & Fretz, B. (2001). Counseling psychology (2nd ed.). Harcourt College Publisher. Nugent, F.A. & Jones, K.D. (2009). Introduction to the profession of counseling (5th ed.). Pearson: Merrill Prentice Hall. Nystul, M.S. (2011). Introduction to Counseling: An Art and Science Perspective (4th ed.). Pearson Education, Inc. Recommended Readings: 1. Bertolino, B & OHanlon, B. (2002). Collaborative, competency-based counseling and therapy. Allyn & Bacon. 2. Brems, C. (2001). Basic skills in psychotherapy and counseling. Brooks/Cole Publishing Company. 3. Capuzzi, D. & Gross, D.R. (2011). Counseling and psychotherapy: theories and interventions. (5th ed.). Merrill Prentice Hall.
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4. Capuzzi, D & Gross, D.R. (2009). Introduction to the counseling profession. (5th ed.). Columbus, Ohio: Pearson/Merrill. 5. Carroll, M. (1996). Workplace counseling: a systematic approach to employee care. London: Sage Publication. 6. Egan, G. (2010). The skilled helper: a problem-management and opportunitydevelopment approach to helping. (9th ed.). Brooks/Cole Publishing Company. 7. Fox, R. (2001). Elements of the helping process: a guide for clinicians. (2nd ed.). The Haworth Press. 8. Gladdings, S.T. (2009). Counseling: a comprehensive profession. (6th ed.). Prentice-Hall Publisher. 9. Hackney, H.L. & Cormier, L.S. (2009). The professional counselor: a process guide to helping (6th ed.). Upper Saddle River, N.J.: Pearson. 10. Hutchinson, D. (2007). The essential counselor: process, skills, and techniques. Boston, MA: Houghton Mifflin Co. 11. James, R. K. & Gilliland, B. E. (2003). Theories and strategies in counseling and psychotherapy. (5th ed.). Allyn & Bacon. 12. Murphy, B.C. & Dillon, C. (2003). Interviewing in action: relationship, process, and change. (2nd ed.). Brooks/Cole. 13. Patterson, L.E. & Welfel, E.R. (2000). The counseling process (5th ed.). Brooks/Cole Publishing Company. 14. Patterson, L.E. & Welfel, E.R. (2005). The counseling process: a multi-theoretical integrative approach. (6th ed.). Belmont, Calif.: Thomson Brooks/Cole.

Appendix 1 ASocSc in Applied Social Studies Concepts and Theories of Counseling DSS 20670

Presentation feedback form (For students only) Tutorial group Name of student Name of student Name of student Name of student Name of student CityU ID: CityU ID: CityU ID: CityU ID: CityU ID:

The presentation is rated according to the following criteria. Levels Excellent Criteria 1. accurate and adequate understanding of counseling concepts 2. appropriate application of concepts in real life examples 3. sufficient and clear explanation of ideas 4. logical and systematic organization of ideas 5. involving the audience in the presentation 6. appropriate use of aids for presentation Poor

Written feedback: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Appendix 2 ASocSc in Applied Social Studies Concepts and Theories of Counseling DSS 20670 Peer Evaluation Form on Group Presentation (Please use one form for comments to all the other group members)
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Name of student giving feedback: ___________________________________________ Name of group members: __________________________________________________ Presentation Topic: _______________________________________________________ Put name/s of group member/s in the appropriate boxes: Very Good Attendance at group discussion Data collection Analysis & contribution of ideas Preparation of presentation materials Participation in presentation Good Average Poor

Individual members contribution to the final output (including yourself) % of contribution Remark Yourself

Other remarks: _____________________________________________________________________________ _____________________________________________________________________________ __