Faculty Contact Information:
Scott E. Borrelli, Ed.D.
E-mail: sborrell@faculty.ed.umuc.edu
Tel: 0044 20 8749 8292
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Consultation:
Available by email, telephone, and after class.
Also by appointment.
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Required Texts and Readings:
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Publication Manual of the American Psychological Association, APA
World of the Counselor, Neukrug
World of the Counselor Workbook, Neukrug
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Supplementary Readings:
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/.
The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
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Recommended Journals:
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Course Description:
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Historical, philosophical, psychological, and sociological basis of counseling in different settings(school, agency, and community) and with different populations will be explored. Intervention strategies, theoretical models, working contexts, relationships to other professions, ethics, obstacles to service delivery, and personal qualities of counselors are reviewed. Students may receive credit for only one of the following courses: PSYC 502 or EDCP 610.
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Course Goals:
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This course introduces students to the field of counseling including specializations, professional ethics, relevant credentialing legislation, and current issues. It also provides an introduction to the basic counseling theories and skills.
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Course Objectives:
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The objectives of this course are for students to gain an information base and demonstrate competence in:
The historical antecedents and current definitions of the counseling profession.
The standards of counseling as a regulated profession including awareness of professional issues, ethics, and credentialing.
The theories and basic counseling and interpersonal skills of communication associated with the counseling relationship.
An understanding and appreciation of various populations with whom counselors work and a multicultural and diversity focus in counseling skills and advocacy.
Familiarity with appropriate assessment procedures, community resources and intervention strategies and skills, and awareness of the specialty areas of counseling and their various settings.
An awareness of future trends, particularly the expanded role of technology, and emerging concepts and theories in counseling.
Enhanced self-awareness of personal strengths, interests, and abilities.
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Grading Information:
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
In order to maximize your graduate educational experience in general and this course in particular, you will be required to:
ACTIVITY: % of TOTAL GRADE:
Participate in classroom discussions/activities 25%
Write graduate level papers and/or case studies 35%
Orally/visually present prepared material 15%
Complete class examinations 25%
Each assignment and Final Course grades will be computed based on the following:
A = 90 - 100%
B = 80 – 89%
C = 70 – 79%
F = Below 70%
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Course Requirements:
GENERAL REQUIREMENTS -
1) Participate in Classroom Discussions/Activities:
You are expected to come to class prepared to engage in all discussions and activities in a professional and informed manner. Usually this requires two to three hours of preparation for every hour of a face-to-face class.
2) Write graduate level papers or case studies:
You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
3) Orally/visually present prepared material:
You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material.
4) Complete mid-term &/or final written examinations:
The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully pass the comprehensive exam required of all graduate students. Many questions, discussions, and activities used for this course will be modeled on those from past counseling comprehensive exams.
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Description of Course Requirements:
SPECIFIC COURSE ASSIGNMENTS -
Please Note: Course assignments will be discussed in detail at the start of class, including the relevance of each assignment for each student. With the approval of the Instructor, course assignments may be modified, added, or deleted depending on class interests and in order to enhance the class experience.
I. Autobiographical Statement.
Students are responsible for developing a detailed autobiographical statement that relates important developmental, personal and situational dimensions of their lives to their desire to explore the professional career of counseling. The paper will be developed in two stages. For the first stage each student is to write an autobiographical statement after the first class that will include the following demographic information: your name, age, relational status, children, and the names, ages and occupations of your parents and siblings. Include your educational and physical history, as well as anything else that you deem relevant. The second stage will be due the final weekend of the class and will include information that corresponds with the lecture material.
II. In-Class and Webboard Exercises.
Numerous assignments will be made for the purpose of discussion, both during class and in the PSYC 502 Webboard. Many of these assignments will be drawn from Neukrug's workbook and others will include counseling role-plays. Completion of these tasks and participation in both settings will be necessary for receiving credit for the exercises. Assignments in the Webboard will often include a requirement that students provide commentary or feedback regarding other students' contributions.
III. Professional Article Reviews.
Students will select five articles to review from journals specified in class. The topics should address areas of counseling that are of special interest to the student and can be used for the reference list required in the Special Population Report. Each review must include the title and source of the article, an overview of its content, its relation to the class material, and your personal conclusion. It must also include an APA-style reference at the end of the review. Some of these reviews will be presented in class.
IV. Special Population Report and Site Visit.
Early in the term, students will select a different population that may require a form of counseling intervention. A list of potential topics will be distributed in class and students are encouraged to choose a population that they may expect to encounter in their professional counseling career. Students will prepare an 8-10 page report to present during the last day of class. Included in this report will be a description of the population and the evidence of need for counseling intervention, an identification of the available community counseling sources, and a list of ten references that pertain to this topic. A significant portion of this report includes a description of a specific facility that the student will visit.
V. Reaction Papers.
The end of each weekend class will be devoted to each student writing a reaction paper of the weekend experience. The paper is to be at least one page in length and is to focus on what the student has learned in that weekend and how that learning will be personally and professionally useful. This can also be a critical reaction to the weekend, identifying what has been useful; what has not been useful and what would be useful in future classes.
VI. Examinations.
At least a Final Exam to test the acquisition of concepts related to the course. Additional quizzes may also be administered, and in a variety of formats, including: multiple choice, brief essay, case analyses.
ADDITIONAL CLASS POLICIES
I. Privacy.
This course has a large experiential component to complement counseling theories. One of the major assumptions of professional counseling is the importance of creating an environment where genuine self-examination is possible. Many efforts will be made to allow students to self-explore and develop skills to foster self-discovery with others. To accomplish this, it is important to create and maintain a climate of safety for self-disclosure, yet demonstrate a respect for personal privacy rights. A graduate class in counseling is NOT professional counseling, although the combination of insight and support experienced in the class are important components in both arenas. Therefore, appropriate limits of confidentiality will therefore be discussed during the first class weekend. Should personal issues arise during the class that warrant further assessment or counseling, students will be encouraged to seek non-university professional assistance.
II. Attendance.
Students are expected to attend every weekend class. It is also understood that unavoidable circumstances may make absences necessary for some students. In such cases, it is the responsibility of the student to inform the instructor ahead of time and to compensate for the loss of classroom time by proposing appropriate alternatives to make up the lost opportunities.
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Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
All Readings refer to the Neukrug text, and must be completed before class.
Weekend I: Introduction, Identity, History, Professional Standards, Theories & Skills.
Read Chapters 1-5.
Class Introductions.
Review of syllabus.
Clarification of goals, objectives and requirements.
Orientation to subject.
Workbook (Neukrug) Exercises Due: See Class Webboard in
advance.
Assignment of Workbook Exercises.
Weekend II: Systems, Group Work, Consultation & Supervision, Lifespan Issues, Abnormal Behavior.
Read Chapters: 6-10.
Assignment of Workbook Exercises.
Mid-Term Exam.
Weekend III: Career Development, Research, Evaluation & Appraisal.
Read Chapters: 11-13.
Presentations.
Assignment of Workbook Exercises.
Weekend IV: Social-Cultural Foundations; Specialty Areas (School Counseling, Agency & Mental Health, Student Affairs in Higher Education; Future Professional Developments.
Read Chapters: 13-19.
Final Exam.
This course schedule is subject to minor modifications.
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Academic Policies:
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Please refer to the UMUC – Europe Graduate Catalog, available online at http://www.ed.umuc.edu/general_info/publications/catalogs/ or from your local Education Center, for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
NondiscriminationStudents with Disabilities
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Faculty Bio:
Dr. Scott Edward Borrelli , EdD, NCC, ABPP
is a Collegiate Professor in the United Kingdom with the University of Maryland’s Graduate Program in Counseling and Personnel Services (CAPS), and also an instructor of undergraduate psychology. He is a licensed counseling and clinical psychologist (US & UK), and a National Certified Counselor (NCC). Most recently, he was awarded Diplomate, Board Certification in two practice specialties, counseling psychology and clinical psychology, by the American Board of Professional Psychology, and also in psychopharmacology. He has taught undergraduate and graduate courses in psychology, human resource management and counselor education at Boston University, Suffolk University and the University of Massachusetts. He has worked in schools (as School Psychologist and Guidance Counselor), mental health clinics (as Senior Psychologist) and hospitals (as Chief Psychologist), and as a consultant to businesses and social service agencies. He is a certified clinical hypnotherapist and EMDR therapist.
Dr. Borrelli maintained a private practice as a counselor and psychotherapist for twenty years, and has worked with clients of all ages and with a variety of problems. He has special interests in adult, couples, and family counseling, adult development, stress management, multi-cultural issues, psychopharmacology and psychological assessment.
Theoretically, Dr. Borrelli considers himself an integrative practitioner, flexibly applying a positive, developmental, client-tailored and eclectic approach to counseling and teaching, borrowing from psychodynamic, developmental, humanistic, cognitive-behavioral, and complementary approaches. He emphasizes personal empowerment and self-esteem, and views the counseling relationship as one of many interpersonal strategies for contributing to individual and cultural well being.
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