Wake Forest University Department of Counseling
CNS786: Consultation and Technology in Counseling
Fall-2 2025
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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
- AI Policy
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- A Welcoming Learning Environment for All
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Mark Scholl
Email: schollmb@wfu.edu
Course Description
This course will provide students with an overview of consultation and collaboration theory and process. In addition, the course will provide an overview of current and emerging technologies used in contemporary mental health settings. Students will gain a foundation for facilitating change in human systems, as well as consultation with families, schools, colleges, and community agencies. This course will utilize reading from the required textbook, journal articles and other selected publications, lectures, discussion, and various activities to help students learn and apply the basics of consultation and collaboration to professional practice.
Course Objectives
Upon completion of this course, students will be able to:
- Summarize the roles and functions of counselors working as consultants and collaborators. (CACREP 3.A.3.a; SC 5.H.6)
- Define and differentiate between consultation and collaboration. (3.A.3.a; SC 5.H.3)
- Discriminate between the various consultation models and theories. (3.E.4; SC 5.H.3)
- Explain how systems theory applies to consultation and collaboration. (3.E.4; SC 5.H.3)
- Summarize the processes and stages of consultation. (3.E.4)
- Identify and apply skills and characteristics of consultants and collaborators. (3.H.8; 3.H.11)
- Identify and describe unique aspects of school-based consultation. (SC 5.H.3; SC 5.H.10)
- Summarize assessment and evaluation considerations pertinent to consultation. (3.G.5; 3.G.17; CMHC 5.C.5)
- Explain how ethical and legal issues apply to consultation and collaboration, including ethical and legal issue issues in the uses of technology in counseling and consultation (3.H.10)
- Identify special issues relevant to consultation and collaboration. (3.E.4)
- Understand and apply technology related to counseling and consultation (3.E.5)
- Understand and apply technology related to group counseling and group work (3.F.6)
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)
Dougherty, A. M. (2014). Psychological consultation and collaboration in school and community settings (6th edition). Brooks/Cole. ISBN: 978-1285098562
Supplemental Readings
The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves, which is accessible from the Modules section:
- Arredondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D.C., Sanchez, J., & Stadler, H. (1996). Operationalization of multicultural competencies. Journal of Multicultural Counseling and Development, 24, 42–78.
- Hertlein, K. M., Drude, K. P., Hilty, D. M., Maheu, M. M. (2021). Toward proficiency in telebehavioral health: Applying interprofessional competencies in couple and family therapy. Journal of Marital and Family Therapy, 47(2), 359-374. https://doi.org/10.1111/jmft.12496
- Horton, G. E., & Brown, D. (1990). The importance of interpersonal skills in consultee-centered consultation: A review. Journal of Counseling and Development, 68, 423–426.
- Johnson, K. F., & Rehfuss, M. (2020) Telehealth interprofessional education: Benefits, desires, and concerns of counselor trainees. Journal of Creativity in Mental Health, 16(1), 15-30. https://doi.org/10.1080/15401383.2020.1751766
- Lowman, R. L., & Connell, J. B. (2025). Introduction to special issue: Ethical and legal issues in artificial intelligence for organizational consultants and managers. Consulting Psychology Journal, 77(2) 99-103. https://doi.org/10.1037/cpb0000295
- Mendoza, D. (1993). A review of Gerald Caplan's theory and practice of mental health consultation. Journal of Counseling and Development, 71, 629–635.
- Petersen, D., Salazar, B., & Kertz, S. J. (2020). Therapist and treatment-seeking student’s perceptions of telemental health. Journal of Technology in Behavioral Science, 5, 113-120. https://doi.org/10.1007/s41347-019-00116-8
- Sheperis, D., & Smith, A. (2021). Telehealth best practice: A call for standards of care. Journal of Technology in Counselor Education and Supervision, 1(1), 27-35. https://doi.org/10.22371/tces/004
Additional Materials
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.
Live Sessions are not mandatory, but student attendance is encouraged.
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, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors 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. Students are expected to respond to their peers in a professional and engaging manner that neither attacks nor demeans their peers' perspectives.
Throughout this course students will complete the following Discussions:
Discussion 1.1: Foundational Collaboration and Consultation
- Value: 100 Points (2.86% of Final Grade)
- Description: Students identify their intended work setting post-graduation and discuss how consultation and collaboration apply, including cultural considerations and their pros and cons with examples.
- Meets CACREP Standard(s): 3.A.3.a
Discussion 1.2: Future Technology Use
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will explore how they envision using technology in their counseling practice and reflect on any concerns or hesitations they may have about adopting new tools in clinical settings.
- Meets CACREP Standard(s): 3.E.5; 3.F.6
Discussion 2.1: Consultation Stages
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will read a case study and analyze each of the four consultation stages—entry, diagnosis, implementation, and disengagement—by answering guiding questions and responding to at least two classmates’ posts.
- Meets CACREP Standard(s): 3.E.4
Discussion 3.1: Mental Health Consultation
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will answer discussion questions about consultee challenges and consultant authority, then respond to at least two classmates’ posts.
- Meets CACREP Standard(s): 3.A.3.a; 3.E.4; CMHC 5.C.5
Discussion 4.1: Consultation in School Settings
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will discuss key considerations for consultants working in school settings and propose creative strategies to support teachers with limited availability.
- Meets CACREP Standard(s): 3.A.3.a; 3.E.4; SC 5.H.6; SC 5.H.3; SC 5.H.10
Discussion 5.1: Exploring Emerging Technologies
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will research a counseling-related technology of their choice, evaluate its benefits and limitations, and discuss how it connects to their current or future clinical practice.
- Meets CACREP Standard(s): 3.E.5; 3.F.6
Discussion 5.2: ACA Technology Resource
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will explore how ACA’s Therapy Apps Decision-Making Resource can guide their future clinical work and support their consultations with other professionals.
- Meets CACREP Standard(s): 3.E.5; 3.F.6
Discussion 6.1: The Disengagement Stage
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will explain the meaning of the statement “The consultant begins termination during the entry stage”.
- Meets CACREP Standard(s): 3.E.4
Discussion 6.2: Revisiting Future Technology Use
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will reflect on how their views about integrating technology into clinical practice have evolved since Week 1, and identify one technology they’re interested in exploring further.
- Meets CACREP Standard(s): 3.E.5; 3.F.6
Discussion 7.1: Ethics and Consultation
- Value: 100 Points (2.86% of Final Grade)
- Description: Students will explore the role of the ACA 2014 Code of Ethics in guiding consulting behavior and evaluate the effectiveness of ethical standards, then respond to two classmates’ posts.
- Meets CACREP Standard(s): 3.H.10
Assignments
These are the assignments that will be completed and submitted throughout the duration of the course.
Assignment 2.1: Consultation Case Study: Part I Case Scenario
- Value: 100 Points (9.53% of Final Grade)
- Description: Students will create a hypothetical consultation-related scenario that they anticipate experiencing in their future work setting.
- Meets CACREP Standard(s): 3.A.3.a; 3.E.4; 3.E.5; 3.F.6
Assignment 3.1: Consultation Case Study: Literature Review
- Value: 100 Points (9.53% of Final Grade)
- Description: Students will complete a literature review of at least three articles. Students will be responsible for searching for and finding appropriate articles.
- Meets CACREP Standard(s): 3.E.4; 3.E.5; 3.F.6; 3.H.8
Assignment 5.1: Consultation Case Study: Model Application and Intervention Plan
- Value: 100 Points (9.53% of Final Grade)
- Description: Students will apply the chosen consultation model to their hypothetical scenario by creating a model-based intervention plan.
- Meets CACREP Standard(s): 3.A.3.a; 3.E.4; 3.E.5; 3.F.6; 3.H.8; 3.H.11; 3.G.5; 3.G.17
Quizzes
Quiz 1.1: Foundations of Consultation and Collaboration—Chapter 1
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a
Quiz 2.1: The Skills and Characteristics of Consultants, Consultees & Collaborators—Chapter 2
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a; 3.E.4
Quiz 2.2: Consultation Stages—Chapter 3
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.E.4
Quiz 3.1: Mental Health Consultation and Collaboration—Chapter 9
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a; 3.E.4; CMHC 5.C.5
Quiz 3.2: Entry Stage of Consultation—Chapter 4
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a; 3.E.4
Quiz 4.1: School-based Consultation and Collaboration—Chapter 12
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a; SC 5.H.6; SC 5.H.3; SC 5.H.10
Quiz 6.1: Disengagement Stage—Chapter 7
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.A.3.a; 3.E.4
Quiz 7.1: Ethical and Legal Issues—Chapter 14
- Value: Points (1.77% of Final Grade)
- Meets CACREP Standard(s): CACREP 3.H.10
Final Exam 7.1
- Value: Points (28.6% of Final Grade)
- Description: The final exam is comprehensive of the material covered throughout the course. Students may use any files, including textbook or notes, while taking the exam. The exam will consist of 50 questions and students have three hours to complete it.
- Meets CACREP Standard(s): 3.A.3.a; 3.E.4; 3.H.10; CMHC 5.C.5; SC 5.H.3; SC 5.H.6
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 | Percentage |
|---|---|---|
| Discussions | 1000 | 28.6% |
| Assignments | 300 | 28.6% |
| Quizzes | 800 | 14.2% |
| Final Exam | 100 | 28.6% |
| Total | 2200 | 100% |
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 |
AI Policy
The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:
- Brainstorming and refining your ideas
- Drafting an outline to organize your thoughts
- Checking grammar and style
The use of generative AI tools is not permitted for the following activities:
- Generating sources for a writing assignment
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF). If you are uncertain about whether you can use AI in any other instance, please ask your instructor.
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 answers during an exam.
- Use of notes or books during exam 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.
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 (PDF).
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.
Identify the minimum technical requirements to view the online course.
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.
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.
A Welcoming Learning Environment for All
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. 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. We hope that you will join us along this journey, with a commitment to advocacy and opportunity in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
To learn more about WFU’s commitment to ensuring a welcoming learning environment for all, read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability, or explore campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more.
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
This section details the activities for each day of the week.
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. E.T. 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 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.)
Week 1: The Foundation of Consultation (October 13–October 19)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Foundation of Consultation Course Objectives: 1, 2, 10 CACREP Standards: 3.A.3.a; SC 5.H.6; 3.A.3.a; SC 5.H.3; 3.E.4 |
Dougherty, A. M. textbook:
Foundation of Consultation Presentation Slides (PDF) |
Discussion 1.1: Foundational Collaboration and Consultation |
None | Quiz 1.1: Foundations of Consultation and Collaboration—Chapter 1 (Due Day 7) |
Week 2: Skills and Roles of a Consultant (October 20–October 26)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: The Stages of Consultation and Collaboration Course Objectives: 1, 2, 10 CACREP Standards: 3.A.3.a; SC 5.H.6; 3.A.3.a; SC 5.H.3; 3.E.4 |
Dougherty, A. M. textbook:
Chapter 2: Consultants, Consultees, and Collaborators Slides (PDF) |
None | Assignment 2.1: Consultation Case Study: Part I Case Scenario (Due Day 7) |
Quiz 2.1: The Skills and Characteristics of Consultants, Consultees & Collaborators—Chapter 2 (Due Day 7) |
|
Lesson 2: Entry Stage Course Objectives: 1, 10 CACREP Standards: 3.A.3.a; SC 5.H.6; 3.E.4 |
Dougherty, A. M. textbook:
|
Discussion 2.1: Consultation Stages (Initial Post Due Day 4, Reply Posts Due Day 7) |
None | Quiz 2.2: Consultation Stages—Chapter 3 (Due Day 7) |
Week 3: Mental Health Consultation and the Diagnosis Stage (October 27–November 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Behavioral Consultation Course Objectives: 3, 8, 10 CACREP Standards: 3.E.4; SC 5.H.3; 3.G.5; 3.G.17; CMHC 5.C.5 |
Dougherty, A. M. textbook:
Mendoza, D. (1993). A review of Gerald Caplan’s theory and practice of mental health consultation. Journal of Counseling and Development, 71, 629–635. Available through the WFU library. |
Discussion 3.1: Mental Health Consultation (Initial Post Due Day 4, Reply Posts Due Day 7) |
Assignment 3.1: Consultation Case Study: Literature Review (Due Day 7) |
Quiz 3.1: Mental Health Consultation and Collaboration—Chapter 9 (Due Day 7) Quiz 3.2: Entry Stage of Consultation—Chapter 4 (Due Day 7) |
Week 4: School-Based Consultation & Collaboration and Introduction to Technology in Counseling (November 3–November 9)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: School-Based Consultation and Collaboration Course Objectives: 3, 7 CACREP Standards: 3.A.3.a; 3.E.4; SC 5.H.3; SC 5.H.6; SC 5.H.10 |
Dougherty, A. M. textbook:
|
Discussion 4.1: Consultation in School Settings (Initial Post Due Day 4, Reply Posts Due Day 7) |
None | Quiz 4.1: School-Based Consultation and Collaboration—Chapter 12 (Due Day 7) |
Week 5: Introduction to Telehealth Counseling Technology (November 10–November 16)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Introduction to Telehealth Counseling Technology CACREP Standards: 3.A.3.a; 3.E.4; 3.E.5; 3.F.6 |
Read the following articles:
Suggested Reading: Johnson, K. F., & Rehfuss, M. (2020) Telehealth interprofessional education: Benefits, desires, and concerns of counselor trainees. Journal of Creativity in Mental Health, 16(1), 15-30. https://doi.org/10.1080/15401383.2020.1751766 |
Discussion 5.1: Exploring Emerging Technologies (Initial Post Due Day 4, Reply Posts Due Day 7) Discussion 5.2: ACA Technology Resource (Initial Post Due Day 4, Reply Posts Due Day 7) |
Assignment 5.1: Consultation Case Study: Model Application and Intervention Plan (Due Day 7) |
None |
Week 6: Disengagement Stage/Emerging Trends and Future Opportunities Related to Technology in Counseling (November 17–November 23)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Disengagement Stage Course Objectives: 5, 10 CACREP Standards: 3.E.4 |
Dougherty, A. M. textbook:
|
Discussion 6.1: The Disengagement Stage (Initial Post Due Day 4, Reply Posts Due Day 7) |
None | Quiz 6.1: Disengagement Stage—Chapter 7 (Due Day 7) |
|
Lesson 2: Emerging Technology Trends & Future Opportunities |
None | Discussion 6.2: Revisiting Future Technology Use (Initial Post Due Day 4, Reply Posts Due Day 7) |
None | None |
Fall Break (November 24–November 30)
Week 7: Ethical and Legal Issues (December 1–December 7)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
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Lesson 1: Ethical and Legal Issues Course Objectives: 9, 10 CACREP Standards: 3.H.10; 3.E.4 |
Dougherty, A. M. textbook:
Supplemental Readings:
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Discussion 7.1: Ethics and Consultation |
None | Quiz 7.1: Ethical and Legal Issues—Chapter 14 (Due Day 7) Final Exam 7.1 (Due Day 7) |
For a list of image credits for this course, visit the CNS786 Credits Page.