Wake Forest University Department of Counseling
CNS771: Clinical Mental Health Counseling
Spring-1 2024
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Late Work
- Grading Policies
- Grading Scale
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- Diversity, Equity, and Inclusion
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Amy Grybush
Email: grybusa@wfu.edu
Course Description
This course will introduce students to the foundations of clinical mental health counseling. You will learn about the historical and professional foundations of clinical mental health counseling, the roles and functions of clinical mental health counselors, the settings in which clinical mental health counselors practice, and the services that they provide. The course emphasizes the acquisition of knowledge and the development of skills needed by contemporary clinical mental health counselors.
Course Objectives
Upon successful completion of this course, you will be able to:
- Describe the history, philosophy, and projected trends of clinical mental health counseling. (CACREP 3.A.1)
- Describe the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other therapeutic professionals. (CACREP 3.A.2)
- Describe counselors’ roles, responsibilities, and relationships as members of specialized practice and interprofessional teams, including (a) collaboration and consultation, (b) community outreach, and (c) emergency response management (CACREP 3.A.3).
- Describe the role and process of the professional counselor advocating on behalf of and with individuals receiving counseling services to address systemic, institutional, architectural, attitudinal, disability, and social barriers that impede access, equity, and success (CACREP 3.A.4).
- Identify professional counseling organizations, including membership benefits, activities, services to members, and current issues (CACREP 3.A.6).
- Describe professional counseling credentialing across service delivery modalities, including certification, licensure, and accreditation practices and standards for all specialized practice areas (CACREP 3.A.7).
- Describe specific methods that counselors can use to manage stress and avoid burnout (CACREP 3.A.11).
- Describe the etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders (CACREP 5.C.1).
- Describe mental health service delivery modalities and networks within the continuum of care, such as primary care, outpatient, partial treatment, inpatient, integrated behavioral healthcare, and aftercare (CACREP 5.C.2).
- Describe legislation, government policy, and regulatory processes relevant to clinical mental health counseling (CACREP 5.C.3).
- Demonstrate an understanding of the counseling process, including conducting intake interviews, mental status evaluations, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management (CACREP 5.C.4).
- Describe techniques and interventions for prevention and treatment of a broad range of mental health issues (CACREP 5.C.5).
- Describe strategies for interfacing with integrated behavioral healthcare professionals (CACREP 5.C.7).
- Describe strategies to advocate for people with mental, behavioral, and neurodevelopmental conditions (CACREP 5.C.8).
- Demonstrate an understanding of the management of mental health services and programs, including areas such as third-party reimbursement and other practice and management issues in clinical mental health counseling (CACREP 5.C.9).
- Explain the effects of crises, disasters, stress, grief, and trauma across the lifespan (CACREP 5.C.13).
- Describe diagnostic process, including differential diagnosis, the use of current DSM classifications, and the ICD (CACREP 3.G.11).
- Explain ways to evaluate client outcomes and process evaluation and program outcome evaluation (CACREP 3.H.8).
- Demonstrate the ability to use procedures for assessing and managing suicide risk (CACREP 3.G.13).
- Demonstrate case conceptualization skills using a variety of models and approaches (CACREP 3.E.3).
- Describe consultation models and strategies (CACREP 3.E.4).
- Demonstrate record-keeping and documentation skills (CACREP 3.E.16).
- Describe principles and strategies of caseload management and the referral process to promote independence, optimal wellness, empowerment, and engagement with community resources (CACREP 3.E.17).
- Demonstrate understanding and application of suicide prevention and response models and strategies (CACREP 3.E.19).
- Describe crisis intervention, trauma-informed, community-based, and disaster mental health strategies (CACREP 3.E.20).
Course Materials
Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)
Required Text(s)
Gladding, S. T., & Newsome, D. W. (2017). Clinical mental health counseling in community and agency settings (5th ed.). Merrill/Pearson Education. ISBN: 978- 0-13-438555-6
Reichenberg, L. W. (2014). DSM-5 Essentials: The Savvy Clinician's Guide to the Changes in Criteria. Wiley. ISBN-13: 978-1-118-84608-7
DSM-5-TR Overview: a QuickStudy Laminated Reference Guide ISBN: 978-1423248934
Required Readings
The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from your course menu:
- Burns, S. T. (2017). Crafting a one-minute professional identity statement. Journal of Counselor Leadership and Advocacy, 4(1), 66–76. doi: 10.1080/2326716X.2017.1284623
- Kaplan, D.M. (2005). The next advancement in counseling: The bio-psychosocial model (PDF). Vistas.
- Myers, J. E., & Sweeney, T. J. (2008). Wellness counseling: The evidence base for practice. Journal of Counseling and Development, 87(4), 482–493.
- Prieto, L. R., & Scheel, K. R. (2002). Using Case Documentation to Strengthen Counselor Trainees’ Case Conceptualization Skills. Journal of Counseling & Development, 80(1), 11.
- Rollins, J. (2021, January). The forces that could shape counseling’s future. Counseling Today, 63(7), 22–57.
- Sperry, J. & Sperry, L. (2020). Case Conceptualizations: Key to highly effective counseling. Counseling Today, 63(6), 50-55.
- Suicide Risk Assessment Case Study (PDF in week 4)
- Trauma-Informed Care (PDF in week 7)
Additional Material
Webcam
Live Sessions
Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Attendance at one live session is mandatory. You must attend at least one Live Session during this course. You may attend the live session of your Lead Instructor or Practitioner Instructor. Attendance is worth 15 points.
Methods of Instruction
Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.
Instructor Interactions
Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.
In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.
Assessments
This section provides an overview of the items due during this course. See the Course Schedule for additional details.
Discussions
Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.
Assignments
These are the assignments that will be completed and submitted throughout the duration of the course.
Assignment 1.1: Becoming a Mental Health Counselor Blog Post
For this blog entry, you will define what it is to be a clinical mental health counselor and describe your reasons for wanting to become a clinical mental health counselor.
Assignment 1.2: Licensing and Licensure Requirements
For this assignment, you will select a state where you might want to practice and learn about that state’s licensure requirements.
Assignment 2.1: The Case of Robin
For this assignment, you will read the Case of Robin and respond to related questions.
Assignment 2.2: Case Conceptualization
For this assignment, you will review your theoretical client and, based on the data of the biopsychosocial assessment, create basic case conceptualization and treatment plan for her.
Assignment 3.1: Mindfulness in Counseling Blog Post
For this blog entry, you will share your impressions about the use of mindfulness in counseling.
Assignment 3.2: Prevention/Wellness Project
For this assignment, you will design a workshop or program that focuses on prevention and resilience.
Assignment 3.3: Four Types of Consultation Blog Post
For this assignment, you will provide an example of each of Caplan’s four types of consultation and identify which type was illustrated in the provided video clip.
Assignment 4.1: Suicide Assessment Blog Post
For this blog entry, you will select a current journal article that describes suicide assessment and describe the key areas of suicide assessment presented in the article.
Assignment 4.2: Managing Compassion Fatigue Blog Post
For this blog entry, you will reflect on risk factors for developing compassion fatigue. You will describe whether you believe you are at low risk or higher risk for developing compassion fatigue.
Assignment 5.1 Direct and Indirect Services
For this assignment, you will choose one of the clinical settings described in your textbook and provide examples of a) direct client services, b) direct community services, c) indirect client services, and d) indirect community services that might be offered at that site.
Assignment 6.1: Writing a Treatment Plan for a Managed Care Organization Blog Post
For this blog entry, you will develop a treatment plan for a client who experiences frequent panic attacks.
Assignment 6.2: The Case of Peter Blog Post
For this blog entry, you will read the Case of Peter and respond to related questions.
Assignment 6.3: Interview with Clinical Mental Health Counselor
For this assignment, you will write a description of the interview you will conduct with a clinical mental health counselor.
Quizzes
Each week you will complete practice quizzes based on the weekly readings. You will have 30 minutes to complete each quiz. Each quiz question is worth 1 point.
Final Project
You will complete a Final Project in week 7. You will review a case study and respond as the counselor.
Live Session Attendance
Attendance at one synchronous live session is mandatory. You must attend at least one Live Sessions during this course. You may attend the live session of your Lead Instructor or Practitioner Instructor. Attendance is worth 15 points.
Student Learning Outcomes / Key Performance Indicators
There is one signature assignment for this course, the Final Project: Case Study, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Final Project: Case Study assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Final Project: Case Study is: Students demonstrate knowledge and skills needed to assess, diagnose (when appropriate), form case conceptualizations, and develop treatment plans for diverse client populations.
Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.
Late Work
Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.
Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.
Grading Policies
This table details the grade points and/or percentages of each assignment.
| Assignment | Points Possible |
|---|---|
| Discussions | 180 |
| Assignments | 525 |
| Quizzes | 96 |
| Live Session Attendance | 15 |
| Final Project | 100 |
| Total | 916 |
Grading Scale
This table lists the letter grade corresponding to ranges of points.
Final grading is at the discretion of the faculty.
| Letter Grade | Percentage |
|---|---|
| A | 93–100 |
| A− | 90–92 |
| B+ | 87–89 |
| B | 83–86 |
| B− | 80–82 |
| C+ | 77–79 |
| C | 70–76 |
| F | 0–69 |
Academic Policies
Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.
The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).
Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University, or expulsion from the University.
The list that follows includes examples, although not all-inclusive, of academic dishonesty:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student’s answers during an exam.
- Use of notes or books during exams when prohibited.
- Collaboration on homework or take-home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Assisting someone in doing any of the above.
- Generative AI is not permitted in this course. The use of any form of Generative AI (e.g.,ChatGPT, iA Writer, DALL-E) is not permitted in this course. The assignments have been designed to ensure that you develop and demonstrate the knowledge and skills associated with the learning outcomes laid out in the syllabus. Because generative AI tools and detection software are developing at a rapid pace, it is possible that assignments you turn in might appear as “false positives” and raise concerns of possible academic dishonesty. To ensure that you can demonstrate intellectual ownership of the assignments you submit, you are therefore encouraged to maintain clear evidence of your work (e.g., time-stamped drafts and notes; copies and links to source material). Any violation of these rules will be treated within the WFU Student Honor Code which can be found at the link in the above section.
For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.
Synchronous Class Recording Notice
In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:
- Recording of Synchronous Class Sessions. All or some in-person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
Academic Engagement and Monitoring
It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two-week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
Technical Requirements
Identify the minimum device configuration requirements for this institution.
Help Desk Support
Assistance to resolve technical problems is available 24/7, 365 days a year.
Students can access the Help Desk at: Wake Forest Help Desk.
Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.
Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.
Canvas Support
Call a Canvas Expert: 833.383.5792
For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.
Note: Lead Faculty and PIs do not provide Canvas support.
AskDeac Help Desk
AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.
Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.
Access AskDeac at: AskDeac.
Diversity, Equity, and Inclusion
Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.
To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.
Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face, and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
Accessibility and Special Accommodations
Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.
Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.
Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.
If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.
Contact Information:
118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu
Emergency Contingency Plan
Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.
Course Schedule
The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. EST. on the designated day.
There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)
Week 1: Foundations of Clinical Mental Health Counseling Professional Identity (January 15–January 21)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: History of Counseling, Community Counseling, and Clinical Mental Health Counseling CACREP Standards: 3.A.1; 3.A.6; 3.A.7 |
Read the following in your Newsome & Gladding text:
Read the following articles:
|
Discussion 1.1: Projection/Video Clip Analysis (Initial Post Due Day 4, Reply Posts Due Day 7) | None | Quiz 1.1: Chapter 1 (due Day 7) |
| Lesson 2: Professional Identity CACREP Standards: 3.A.1; 3.A.2; 3.A.3 |
Read the following in your Newsome & Gladding text:
|
None | Assignment 1.1: Becoming a Mental Health Counselor Blog Post (due Day 7) Assignment 1.2: Licensing and Licensure Requirements (due Day 7) |
None |
Week 2: Roles and Functions of Clinical Mental Health Counselors (January 22–January 28)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: The Counseling Process CACREP Standards: 3.A.1; 3.A.2; 3.A.4; 5.C.4; 5.c.5; 5.C.7 |
Read the following in your Newsome & Gladding text:
Read the following article:
|
Discussion 2.1: Intake Interview (Initial Post Due Day 4, Reply Post Due Day 7) | Assignment 2.1: The Case of Robin (due Day 7) | Quiz 2.1: Chapter 4 (due Day 7) |
| Lesson 2: Client Assessment and Diagnosis CACREP Standards: 3.E.1; 3.E.3; 5.C.1; 5.C.2; 5.c.5 |
Read the following in your Newsome & Gladding text:
Read the following in your Reichenberg text:
|
None | Assignment 2.2: Case Conceptualization (due Day 7) | Quiz 2.2: Chapter 5 (due Day 7) |
Week 3: Roles and Functions of Clinical Mental Health Counselors (Part 2) (January 29–February 4)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Holistic Approaches to Clinical Mental Health Counseling CACREP Standards: 5.C.2,1.b; 3.E.17; 5.C.4 |
Read the following in your Newsome & Gladding text:
Read the following articles:
|
None | Assignment 3.1: Mindfulness in Counseling Blog Post (due Day 7) Assignment 3.2: Prevention/Wellness Project (due Day 7) |
Quiz 3.1: Chapter 6 (due Day 7) |
| Lesson 2: Consultation, Advocacy, and Evaluation CACREP Standards: 3.E.4; 3.H.8; 5.C.8 |
Read the following in your Newsome & Gladding text:
|
None | Assignment 3.3: Four Types of Consultation Blog Post (due Day 7) | Quiz 3.2: Chapter 7 (due Day 7) |
Week 4: Managing Suicide Risk, Crises, and Disasters and Maintaining Effectiveness as a Counselor (February 5–February 11)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Managing Suicide Risk, Crises, and Disasters CACREP Standards: 3.E.17; 3.E.19; 3.E.20 |
Read the following in your Newsome & Gladding text:
Read the case study:
|
None | Assignment 4.1: Suicide Assessment Blog Post (due Day 7) | Quiz 4.1: Chapter 8 (due Day 7) |
| Lesson 2: Maintaining Effectiveness as a Counselor: Managing Stress and Avoiding Burnout CACREP Standards: 3.A.11 |
Read the following in your Newsome & Gladding text:
Read the following in your Reichenberg text:
Read the following additional resources:
|
Discussion 4.1: Recognizing Burnout (Initial Post Due Day 4, Reply Post Due Day 7) | Assignment 4.2: Managing Compassion Fatigue Blog Post (due Day 7) | None |
Week 5: Community Agencies, Medical Settings, and Other Specialized Clinical Settings (February 12–February 18)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Community Agencies, Medical Settings, and Other Specialized Clinical Settings CACREP Standards: 3.E.16; 3.A.3; 3.A.4; 5.C.3 |
Read the following in your Newsome & Gladding text:
Read the following in your Reichenberg text:
|
Discussion 5.1: Counseling Positions (Initial Post Due Day 4, Reply Posts Due Day 7) Discussion 5.2: Untreated Mental Illness (Initial Post Due Day 4, Reply Post Due Day 7) |
Assignment 5.1 Direct and Indirect Services (due Day 7) | Quiz 5.1: Chapter 14 (due Day 7) |
Week 6: Employee Assistance Programs, Private Practice, and Managed Care (February 19–February 25)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Employee Assistance Programs, Private Practice and Managed Care CACREP Standards: 3.E.16; 3.A.3 |
Read the following in your Newsome & Gladding text:
|
Discussion 6.1: Projection/Video Clip Analysis (Initial Post Due Day 4, Reply Post Due Day 7) | Assignment 6.1: Writing a Treatment Plan for a Managed Care Organization Blog Post (due Day 7) Assignment 6.2: The Case of Peter Blog Post (due Day 7) Assignment 6.3: Interview with Clinical Mental Health Counselor (due Day 7) |
Quiz 6.1: Chapter 15 (due Day 7) |
Week 7: Trauma Informed Care and Project: Case Study (February 26–March 3)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Trauma-Informed Care CACREP Standards: 3.E.20; 5.G.11; 3.E.3 |
Read this presentation:
|
None | None | Final Project: Case Study (due Day 7) |