Course Syllabus
HR 5883 - Introduction to the Counseling Profession
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course examines the historical, contemporary, clinical, and training issues in the practice of mental health counseling in community agencies. The course provides information related to the following aspects of clinical mental health counseling:
- professional roles and responsibilities
- ethics in counseling
- functions of clinical mental health counselors
- professional organizations
- state and national credentialing
- counselor advocacy and self-care
Lastly, the student will be provided with an in-depth understanding of the American Counseling Association Code of Ethics. This course emphasizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. Prevention, intervention, consultation, education, and advocacy in community agencies are also studied.
Course Prerequisites
Admittance and in good standing to the OU Online Masters in Clinical Mental Health Counseling Program.
Course Materials
Required
- Capuzzi, D., & Gross, D. R. (Eds.). (2017). Introduction to the Counseling Profession (7th ed.). New York: Pearson. ISBN: 9781138684805
- Yalom, I. (2009). The gift of therapy: An open letter to a new generation of therapists and their patients (2nd ed.). New York: Harper Collins. ISBN: 978-0061719615
Recommended (not required)
- American Counseling Association: Code of Ethics
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Videos
- Technological resources
- Online content (Canvas)
- Group Work
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Learning Outcomes & CACREP Standards
Introduction to the Counseling Profession
| Learning Outcome | CACREP Standard |
|---|---|
|
Examine the history and philosophy of the counseling profession and its specialized practice areas |
3.A.1 |
|
Explore the multiple professional roles and functions of counselors across specialized practice areas |
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 |
3.A.3 |
|
Examine 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 |
3.A.4 |
|
Analyze the role and process of the professional counselor advocating on behalf of the profession |
3.A.5 |
|
Explore professional counseling organizations, including membership benefits, activities, services to members, and current issues |
3.A.6 |
|
Outline professional counseling credentialing across service delivery modalities, including certification, licensure, and accreditation practices and standards for all specialized practice areas |
3.A.7 |
|
Explain legislation, regulatory processes, and government/public policy relevant to and impact on service delivery of professional counseling across service delivery modalities and specialized practice areas |
3.A.8 |
|
Describe the current labor market information and occupational outlook relevant to opportunities for practice within the counseling profession |
3.A.9 |
|
Identify ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling across service delivery modalities and specialized practice areas |
3.A.10 |
|
Develop self-care, self-awareness, and self-evaluation strategies for ethical and effective practice |
3.A.11 |
|
Describe the purpose of and roles within counseling supervision in the profession |
3.A.12 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
| Examine 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 | 5.C.2 |
|
Explore strategies for interfacing with integrated behavioral healthcare professionals |
5.C.7 |
|
Identify third-party reimbursement and other practice and management issues in clinical mental health counseling |
5.C.9 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Points |
|---|---|---|---|
| Participation | 3.A.1, 3.A.2, 3.A.3, 3.A.5, 3.A.6, 3.A.10, 3.A.11 | Discussion boards and Live Session participation | 40% |
| Personal Belief Statement | 3.A.4, 3.A.5, 3.A.11 | 3-4 page written assignment | 10% |
| Professional Counselor Interview | 3.A.1, 3.A.2, 3.A.3, 3.A.4, 3.A.5, 3.A.7, 3.A.8, 3.A.9. 3.A.11, 3.A.12, 5.C.2, 5.C.7 | 4 page written assignment | 10% |
| Advocacy Project | 3.A.2, 3.A.3, 3.A.4, 3.A.5, 3.A.7, 3.A.8, 5.C.2, 5.C.7 | Profile of agency in a written document and a handout | 10% |
| Yalom PLN Group Discussions | 3.A.1, 3.A.2, 3.A.4, 3.A.10, 3.A.11 | Group discussions via digital whiteboard | 10% |
| *Final Exam | 3.A.1, 3.A.2, 3.A.3, 3.A.4, 3.A.5, 3.A.6, 3.A.8, 3.A.10, 3.A.11, 5.C.2, 5.C.9 | Part I: Multiple-choice & Part II: Reflection Questions | 20% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Grade | Percentage of Points |
|---|---|
| A | 90–100% |
| B | 80–89 |
| C | 70–79 |
| D | 60-69 |
| F | Below 60 |
Course Components
Participation
You can earn participation points in two ways:
- Live Sessions - There are two ways in which you can earn points for the Live Session. Remember, these Live Sessions will count toward your final grade.
-
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Submit Assignment" button at the top of the Live Session page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session then write a 2-3 paragraph summary of the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field. Don't worry if the system indicates your submission is late. You will have until the next Live Session to submit your paragraph summary.
- Weekly Discussion Boards - In lieu of meeting to discuss required readings, students will complete weekly essay-style discussion assignments for each lesson.
- Each student will complete an original post in response to the discussion questions provided.
- Responses should be a minimum of a half-page essay post (this will equal approximately 2 paragraphs).
- The response posts are due each week Friday by 11:59 PM Central.
- In addition, students will be required to reply to at least two of their classmates' essay posts each week.
- These are due by Sunday of each week at 11:59 PM Central each week. Replies should be respectful and insightful.
- Responses are to be a minimum of four full sentences per response.
Written Assignments
Students will be required to complete a total of three individual, brief assignments during weeks.
- These assignments will be explained in more detail in the Modules in which they are due.
- They are worth a total of 300 points (100 points each).
Yalom Group Discussion
Throughout this class, you will be reading The Gift of Therapy.
- In addition to reading this book, you will be working in groups to reflect upon the content of the book, along with specific discussion questions, that will be provided.
- You will submit one assignment for the entire group at two different checkpoints during this course.
*Final Exam
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
The final exam will occur during the final week of class (check the course schedule for specific dates).
Part I:
The purpose of part one of the final exam is for students to gain practice taking a timed multiple-choice examination covering comprehensive counseling material.
- This is the same format and content of the National Counseling Examination required for all Licensed Professional Counselors.
- Part one will be a timed, multiple choice exam.
Part II:
The purpose of part two is for students to reflect on the learning from the text.
- This part of the final exam will cover materials from the textbook.
- You will be given ten reflection questions to respond to.
- It will be untimed
Disposition Evaluation
As part of your development as a professional counselor, instructors complete a Professional Disposition Evaluation for each student every semester in non-clinical courses (clinical courses use the PCPE). This evaluation focuses on professional behaviors such as engagement, communication, responsibility, and professionalism. You will be rated using a 4-point rubric (see below), and instructors may also note key engagement indicators such as attendance in required Live Sessions.
This evaluation is not part of your course grade. It is designed to provide formative feedback to support your growth and readiness for practicum, internship, and professional practice. Evaluations are based on consistent patterns of behavior over time across both:
- Synchronous course interactions (Live Sessions)
- Asynchronous course interactions (assignments, discussions, communication)
At the end of the semester, your evaluation will be available in the gradebook for you to review. Your professor may reach out via Zoom to discuss any feedback with you. You are encouraged to reflect on your evaluation and reach out to instructors or advisors with any questions or goals for growth.
The following CACREP professional dispositions will be evaluated based on your participation, communication, engagement, and overall professional behavior in all course activities (CACREP 2.C.2 & 2.C.3).
Evaluation Rubric
The OU CMHC Program developed a standardized rubric based on six areas:
- Professionalism & Accountability: Students demonstrate professionalism by being prepared, engaged, and reliable in both Live Sessions and asynchronous work. This includes attending synchronous meetings on time, participating appropriately, completing assignments by deadlines, and communicating clearly and respectfully. Strong performance reflects consistent follow-through, responsibility for learning, and proactive engagement in all course components.
- Ethical and Legal Conduct: Students are expected to uphold ethical standards in all interactions, including maintaining confidentiality, respecting boundaries, and engaging appropriately in discussions and assignments. In both synchronous and asynchronous settings, this includes thoughtful communication, appropriate use of course materials, and adherence to academic integrity (including following AI and plagiarism guidelines) and professional expectations.
- Interpersonal and Relational Skills: Students demonstrate relational skills through respectful, supportive, and meaningful engagement with peers and instructors. In synchronous sessions, this includes active participation, listening, and contributing to discussions. In asynchronous settings, it includes thoughtful discussion posts, constructive peer responses, and communication that reflects empathy and professionalism.
- Cultural Humility & Responsiveness: Students are expected to engage with diverse perspectives in a respectful and open manner. This includes being mindful of language, avoiding assumptions, and demonstrating curiosity and respect for different identities and experiences. Strong performance is reflected in both live discussions and written work that thoughtfully considers cultural and contextual factors in analysis and responses.
- Openness to Feedback: Students demonstrate growth by being receptive to feedback from instructors and peers. This includes reflecting on feedback, making meaningful adjustments, and engaging in the learning process without defensiveness. In online learning, this may be seen through revisions, improved performance over time, and thoughtful responses to instructor guidance.
- Emotional Regulation & Self-Awareness: Students are expected to manage their emotions and reactions in a professional manner across all course interactions. This includes recognizing personal responses, maintaining respectful communication, and engaging thoughtfully even when topics are challenging. Strong performance reflects self-awareness, professionalism, and the ability to remain engaged and professional during challenging or emotionally charged discussions in both synchronous and asynchronous environments.
4-Point Scale
You will be evaluated using a rubric that includes a 4-point scale for each of the six areas. These scores are then averaged (Total Score divided by 6).
| Level | Points |
|---|---|
| Exceeds expectations (Advanced) | 4 |
| Meets expectations (Competent) | 3 |
| Needs improvement (Emerging) | 2 |
| Does not meet expectations (Concerning) | 1 |
Course Policies
Communication
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (1.3). How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply, usually 24 hours M-F. Give students an estimate of how to communicate with you over the weekend (e.g., "Emails received during the weekend will receive a response within 48 hours).
How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners needing encouragement to "speak up." 🚩🚩
Feedback
🚩🚩 This content aligns with QM Specific Review Standards: Essential (5.3) and Recommended (3.5). Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments. 🚩🚩
Late Policy
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.5). Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩
Plagiarism
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.6). Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|