INDIANA UNIVERSITY
                                   Room 3275

                                       Instructor: Rex Stockton
                       W. W. Wright Education Building, Offices: 4056 (Stockton)
                             and Encouragement Services, Suite M (Gillie)
                       Course Web Site:
                                Telephones: (812) 856-8344 (Stockton)
                                          Fax: (812) 856-8440

                                          Consultant: Scott Gillie
                                            Executive Director
                                       Encouragement Services, IN.
                                      5015 W. State Road 46, Suite M
                                         Bloomington, IN 47404
                                        Telephone: (812) 876-5055
                                           Fax: (812) 876-5051

                              Technology URL:
                              Portfolios URL:

    Text: Integrating Outcome Research into Counseling Practice and Training by Sexton et al. 1997
                                 American Counseling Association


The Seminar on Professional issues G598 is normally taken with G550 Internship in Counseling and is
intended as a culminating course for the master's degree in counseling. The course is organized in a
seminar/workshop design to allow time for special attention to special topics, and to provide more
flexibility for interns, field supervisor and faculty. An important component of the course addresses
technology as a context for mental health issues and as a set of necessary competencies for counselors in
the twenty-first century.

Each topical area selected for the course will have assigned readings or handouts. Because of the nature of
the seminar/workshop design, active participation is expected. Included in the active participant role is
attending to all readings and facilitating the discussion of noteworthy issues during the class.

Additional activities of the seminar include attendance at a professional conference, a site visit,
student/team led discussions and several technology-related assignments. The site visits and conference
participation are mainly for professionalization and career enhancement purposes. For the student/team
panel discussions and technology assignments, see the relevant sections.

1. To understand the meaning of being a professional in the field of counseling.
2. To analyze and reflect upon issues that impact the field of counseling now and in the future.                                10/2/2012 1 of 6
3.   To investigate career options in the field of counseling.
4.   To explore uses of technology, including the internet and web-based counseling.
5.   To reinforce the concept of efficacy of intervention via a written paper and presentation.
6.   To examine strategies for influencing public policy as it relates to the advancement of counseling.
7.   To explore ethical decision-making.

All classes on September 9th, October 14th**, November 11th**, and December 2nd will initially meet in
Room 3275.
**Please note the change of dates from the official IU schedule for this class. The dates were changed

September 9, 2005BRoom 2015 for computer sections.
8:30-9:00     - Course Overview and discussion of class topics (includes ACES technology
              competencies assessment) and Vision Question
9:00-10:45    - Professor Stockton- Crisis Intervention
10:45-11:00   - BREAK
11:00-12:00   - Guest Speaker: Ellen Surberg- Death and Dying
12:00-1:15    - LUNCH
1:15-2:15     - Guest Speaker: Gina Woodward
2:15-2:30     - BREAK
2:30-4:30      - Mr. Gillie- Counseling and the Internet (Computer Lab 2015)

October 14, 2005**BRoom 2015 for computer sections.
8:30-9:00      - Questions and Comments/Negotiating internal politics of organizations
9:00-10:00     - Professor Stockton- Ethics
10:00-10:15    - BREAK
10:15-11:30    - Professor Stockton- Suicide Prevention
11:30-12:00    - Decide paper topics
12:00-1:15     - LUNCH
1:15-2:15      - Guess speaker: Ron Czub- professional development strategies
2:15-2:30      - BREAK
2:30-4:00      - Computer lab

November 11, 2005**-Room 2015 for computer sections.
8:30-8:45     - Announcements, Questions, and Comments
8:45-9:00     - Professional organizations and influencing public policy
9:00-10:00    - Class Presentations
10:00-10:15   - BREAK
10:15-11:00   - Class Presentations
11:00-11:30   - Guest presentation: Jongun Kim- Bullying Interventions in Korea
11:30-12:45   - LUNCH
12:45-2:15    - Class presentations
2:15-2:30    - BREAK
2:30-4:00     - Guest speaker:

December 2nd, 2005-Room 3275

Class presentations and 2 hours with Scott Gillie (2:00-4:00)

TOPICS RELATED TO CURRENT TRENDS AND ISSUES (presented by class members):                                 10/2/2012 2 of 6
 Accountability                       Cognitive Psychology                 Counseling Children
 DSM IV-TR Usage                      Ethics                               Hospice
 Multicultural Counseling             Gender-specific counseling           Substance Abuse Counseling
 Assessment                           Evaluation of Counseling             Crisis Counseling
 Efficacy of Counseling               Counseling the Aging                 Human Sexuality
 Anxiety disorders                    At-risk students                     Supervision
 At-Risk Clients                      Severe Personality Disorder          Depression
 Interventions                        Counseling AIDS Patients             Legal Issues
 Peer Helping                         Group Counseling                     Treatment Plans
 Behavior Disorders                   Prevention                           Marriage Counseling
 Efficacy of Intervention             School choice                        Violence
 Short-term treatment                 Counseling and the internet          Stress
 Ethical Issues                       Developmental issues in counseling   Health Psychology

Technology Strand – Creating Electronic Portfolios

Scott Gillie, G598 Consultant
Spring Semester 2005

In three laboratory sessions, students will learn how to create an electronic professional portfolio that will
1) advance employment prospects, 2) support pursuit of advanced education, and 3) prepare students for
meeting portfolio requirements of the Indiana Professional Standards Board (and generically for
maintaining a professional portfolio throughout one’s career).

The portfolios will use Microsoft PowerPoint presentation software as the “container” and will be readily
transferable to the World Wide Web. The consultant will assist students in learning advanced techniques
of presentation development.

Instruction will utilize information presented in the following web pages:

         e.   http://www.
         f.   http://www.

1.   Attend all class sessions.
2.   Attend one conference, seminar or workshop during the semester with one page written summary
     describing how you have integrated what you learned into your counseling assessment and
     interventions. No approval needed for your choice.
     Papers due November 11, 2005. They are accepted any time before.
3.   Written Research Paper - focuses on efficacy of intervention.                                   10/2/2012 3 of 6
                a) The overriding purpose of the paper is to address efficacy of intervention.
                     Systems that employ counselors are moving rapidly toward brief therapy and
                     efficacious interventions.
                b) Each person will write an individual paper related to the topic but with a specific
                     focus. Each individual paper will be part of an overall theme that will be the
                     foundation for a group presentation.
4.      Each individual's paper will become a part of the group presentation in class. Thus in addition to
        writing your individual paper the following activities will need to take place:
        (Please refer to class presentation guidelines for more detailed information.)
5.      Participate in a planned site visit and write a brief summary of your impressions of the site (one
        page), which is due one week after the site visit.
6.      Complete a series of short assignments and laboratory exercises related to technology and
        technology assessment.
7.      Complete portfolio assignment (see below).

1.Use only original sources for references. Example: Journal of Counseling Psychology or Journal of
Counseling and Development. Secondary sources such as books that are not research based will not be
given credit.
2.Follow APA Style Citations.
3.Write in succinct style. Keep length to around 7 pages, double-spaced, plus title page and references.
Reference page required.
4.Paper’s are due November 11. Place in Dr. Stockton's mailbox or mail to Dr. Stockton at: School of
Education, Department of Counseling and Educational Psychology, 201 North Rose Avenue, Room
#4056, Bloomington, IN 47405-1006. Research papers will be returned on December 2nd, 2005.


1.      Form groups of three students each.
2.      Agree on a theme topic of personal and professional interests related to counseling.
3.      Select a chairperson to facilitate preparing for the presentation.
4.      Divide presentation time equally. The overall presentation time is always by necessity limited.
5.      Each person will be graded separately for presentation.
6.      Write a brief 1 - 2 page description of your paper to be distributed to each class member just prior
        to the presentation.
7.      Use visual aids for presentation, i.e. transparencies in large print, videos, etc. All transparencies
        should be duplicated for each class member. ** Be sure to make audio-visual arrangements in
        advance. Contact Dr. Stockton, who will make arrangements with the School of Ed AV
8.      Brief feedback will follow each presentation.

Counseling portfolios are repositories that provide a thoughtfully constructed representation of an
individual's counseling preparation, experience, orientation, and specialization.

Using PowerPoint, each student will develop a counseling portfolio to demonstrate counseling
competencies and to present a variety of work samples and other artifacts that support the student's
candidacy for employment, licensing, or further education.

Students will examine the portfolio concept from a variety of perspectives and will develop a
personalized presentation that reflects the student's aesthetic and practical considerations.                                  10/2/2012 4 of 6
Students will incorporate hyperlinks to relevant pages on the World Wide Web and will prepare versions
of their portfolios for posting on the web.

Students will assess other students' work and advise on ways to improve the effectiveness of the portfolio.

Evaluation of portfolios will be based upon the following criteria:

       Ease of use and navigation

       Appropriateness and applicability of content

       Integration of reflective content

       Aesthetics and creativity

       Supporting materials

1. Visit field site.                                              10 points
-Submit a one-page written summary.
2. Written paper                                                  20 points
         Class Handout                                            05 points
3. Group Presentation                                             20 points
4. Attend 1 conference, submit a 1 page written summary.          10 points
5. Internet assignments                                           15 points
6. Portfolio                                                      20 points


100             A+
95-99           A
90-94           A-
85-89           B+
80-84           B


The following is the grading criteria for your final papers:

    1. The topic is clearly defined in the introduction.
    2. Subsections are included where appropriate.
    3. Research which validates treatment theories and/or methodologies of the area(s) defined is
    4. At least some attempt is made to interpret the research findings, including potential problems
       with the studies described.
    5. When research findings are very limited, a description of "best practices," as described by leading
       authorities is included.
    6. Implications of the research which can be generalized to clinical practice are discussed.
    7. The style is professional (i.e. grammar, spelling, and organization) and demonstrates quality
       work.                                10/2/2012 5 of 6
Guidelines for Site Visit

       Students should make appointment with site and coordinate times to visit
       Any relevant permissions should be obtained as necessary
       Assess therapist roles, theoretical premises utilized, what you learned
       What is the mission of the organization?
       What population(s) do they serve?
       General impressions of their overall organization
       Write report – 1 page or less (bullet point or written in full), single spaced

Workshop Guidelines

       Write a report on the conference
       How did you find out about this conference?
       What is the conference focus?
       Who were the speakers?
       What did you learn?

Presentation Guidelines

       Significant preparation evident
       Empirical research cited, as relevant
       Bibliography handouts given
       General presentation handouts utilized as necessary
       Supplemental handouts given if necessary
       Appropriate technology utilized
       Presenters demonstrate a lively and engaging style
       Question and answer sessions planned for
       Demonstrate appropriate timing of presentation
       Sequential flow demonstrated
       Presenters use other means, as appropriate, to explicate and instruct (BRIEF: video clips,
        exercises, demonstrations)                                   10/2/2012 6 of 6

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