PCO 5095 Computer Applications in Counseling Psychology
and Other Human Services
Spring 2004
|
Dr. James P. Sampson, Jr. 306 Stone Building A4151 Web site |
385-8195 (home) 644-1286 (office) 644-8776 (FAX) 644-2490 (office) 644-3273 (FAX) |
Purpose
This course is designed to provide students with an understanding of the effective application of computer technology to the provision of mental health, career, educational, rehabilitative, and other human services. Particular emphasis is placed upon an examination of theory and practice associated with the use of computer technology in service delivery. In addition to gaining competencies that relate to the broad areas described above, students are encouraged to develop competencies that relate to their specific career goals.
Objectives
To demonstrate an understanding of the appropriate role of the professional and of the computer in the provision of services.
To demonstrate computer literacy appropriate for counselors in mental health, educational, rehabilitative and organizational settings.
To demonstrate an understanding of the various computer applications that are used to improve the effectiveness and efficiency of service delivery.
To demonstrate an understanding of the process of evaluating the quality of computer software used in mental health, educational, rehabilitative and organizational settings.
To demonstrate a detailed understanding of the specific computer applications that are relevant to individual career goals.
To demonstrate an understanding of the process of implementing computer applications in mental health, educational, rehabilitative, and other human service settings.
To demonstrate an understanding of the ethical issues associated with computer applications in mental health, educational, rehabilitative, and other human service settings.
To demonstrate an understanding of the relationship between various professional standards and the provision of quality computer-assisted resources and services.
To demonstrate an understanding of how to create a basic web site to support self-help and counselor assisted interventions.
Methods of Instruction
This course will include a combination of classroom lecture, discussion, and demonstration. Case examples will be used to supplement course content.
Course Topics |
Readings and PowerPoint
Presentations |
INTRODUCTION
|
|
|
Course introduction Definitions Success and failure of computer applications |
PowerPoint NBCC (2001) Sampson & Bloom (2001) PowerPoint |
COMPUTER LITERACY
|
|
|
Computer literacy for counselors |
PowerPoint Sampson, Kolodinsky, & Greeno (1997) PowerPoint Guterman & Kirk (1999) Sampson et al., (2001) PowerPoint Panke et al., (2001) |
|
IMPLEMENTATION OF
COMPUTER APPLICATIONS |
|
|
A generic implementation model |
Sampson (1997a) PowerPoint |
|
STANDARDS RELATED TO
COMPUTER TECHNOLOGY |
|
|
Ethical, preparation,
development |
Sampson & Bloom (2001) Sampson & Lumsden (2000) Sampson (2000b) ACA (1999) ACSCI (2002) APA (1997) HNF (1997) ISMHO (2000) NBCC (2001) NCDA (1997) ACES (1999) (See course syllabus) Heinlen, Welfel, Richmond,
& Rak (2003) |
COMPUTER APPLICATIONS
|
|
|
Client information systems and practice management systems |
Handout and PowerPoint |
|
Testing, assessment, and interviewing |
Sampson (2000) PowerPoint Sampson, Purgar, & Shy (2003) PowerPoint |
|
Career counseling and guidance |
Sampson (1997b) PowerPoint Gati (1994) NCDA (1991) |
|
Distance counseling |
NBCC (2001) Manhal-Baugus (n.d.) Day & Schneider (2002) Reese, Conoley, & Brossart (2002) |
Grade % Assignment
|
20% |
Counseling Reaction Paper. The student will assist a fellow student in using a computer application, either PC-based or Internet-based. The choice of a computer application needs to be approved by the instructor. The counseling intervention will include the use of an Individual Learning Plan and will follow the guidelines provided in Sampson (1997b). The student will complete a reaction paper as a counselor that relates to his or her counseling intervention. The paper should not focus on the strengths and limitations of the computer application. The reaction paper should be no longer than five double-spaced pages. The content of the paper, including appropriate headings (Refer to the underlining that follows), should include (1) an identification of the hypothetical client being served [One sentence], (2) an identification of the presenting problem [Short paragraph], (3) an identification of the counseling theory being used [Short paragraph], (4) a brief, theory-based description of how the use of information potentially contributes to positive counseling outcomes [Paragraph], (5) a brief description of the screening process [Paragraph], (6) a brief description of the orientation process [Paragraph], (7) a brief description of the follow-up process [Paragraph], (8) an identification of the strengths of the counselor in completing the intervention[List], (9) an identification of the limitations of the counselor in completing the intervention [List], and (10) a plan for future improvement [List]. The Individual Learning Plan used in the assignment should be attached to the reaction paper. No references are required. The paper should show evidence of clarity of thought, professional insight, and effective writing. |
|
20% |
Use of computer applications and software evaluation. The student will complete PC-based systems (assessments and guidance systems) as assigned and provide appropriate printouts. The student will access five practitioner-oriented Internet Web sites and fifteen client-oriented Internet Web sites related to his or her career goals. One of the fifteen client-oriented Internet Web sites must include self-assessment. (The class Web site will provide links to potentially appropriate practitioner-oriented and client-oriented Web sites.) For each Web site, the student will print out the home page and provide a one-sentence description of how they might use the Web site in practice. In addition to assigned PC-based software and use of Internet Web sites, each student will select (1) an Internet site dealing with a client population of interest, e.g. eating disorder, and (2) an Internet site dealing with his or her counseling specialization area, e.g., an association or credentialing site for mental health counseling. An evaluation paper will be written for the two Web sites selected above. The reaction paper should be no longer than three double-spaced pages for each review. The content of the paper, including appropriate headings, should answer the following questions (1) Was the correct content included on the Web site? (2) Was the content presented on the site valid? (3) Was the Web site easy to use? Appropriate ethical standards should be used in completing the evaluation. The evaluation paper should be no longer than three double-spaced pages for each review. |
|
20% |
Web site development. The student will develop a simple Web site using Microsoft Word and save the pages as “.htm” files. The Web site will be designed to demonstrate the delivery of information and accessing of external links to meet the needs of a specific client population. The web site will follow the need-based design principles presented in class. A template for designing the Web site will be provided on floppy disk to assist students in completing this assignment. The completed Web site will be submitted to the instructor on floppy disk. |
|
20% |
Computer implementation plan. The student will prepare a written plan detailing the implementation of a computer system in a specific service delivery setting that is relevant to the student's career goals. In order to simulate practices that are both realistic and effective, students will function as part of a small-group implementation team of 3 to 6 members, with each student contributing a group-negotiated written portion of the final implementation plan. Each implementation team will elect a chairperson to manage the planning process and to assemble the final plan in report form. Each team will meet regularly form the inception of the project through preparing for the class presentation. At the first team meeting, students will select a hypothetical setting for the application of the implementation model. Also at the first team meeting, each group member will discuss his or her strengths and limitations in working in a group context. Each team will present their implementation plan to the entire class, making use of presentation software (MS PowerPoint). A PowerPoint handout will be provided for each student in the class. Presentations will be delivered during the last day of class. Each implementation plan will use the structure provided in the Sampson (1997a) reading. The final implementation plan will include a double-spaced, two-page executive summary. The plan will also include a 15 – 30 page double spaced outline of the implementation steps. The PowerPoint handout and any available supporting documents related to the implementation plan may be included in the appendix. The instructor must approve the setting and the software for each plan. In addition to the final submission of the implementation plan, each student will individually submit a non-graded reaction paper that identifies issues that were involved in the implementation team process and identifies the skills that the student gained in completing the assignment. |
|
20% |
Examination - The student will complete an examination covering class readings and class presentations |
Grading Criteria
|
A |
Exceptionally Competent; excellent grasp of subject material; outstanding ability to apply course content to specific problem situations; attends class regularly; actively participates in class discussions; all papers are insightful, well organized, well written, appropriately cited/referenced and complete. |
|
B |
Competent; adequate grasp of subject material; ability to apply course content to specific problem situations; attends class regularly; participates in class discussions; adequate completion of all papers and assignments. |
|
C |
Below Average Graduate Level Work; incomplete grasp of subject material; inadequate ability to apply course content to specific problem situations; irregular class attendance; irregular class participation; failure to complete all papers and assignments. |
|
F |
Failing Grade; did not take tests; did not complete assignments; gave no indication of mastery of course content. |
The Florida State University
Honor Code
Students are expected to uphold the academic honor code published in the Florida State University Bulletin and the Student Handbook. The academic honor system of the Florida State University is based on the premise that each student has the responsibility (1) to uphold the highest standards of academic integrity in the student’s own work, (2) to refuse to tolerate violations of academic integrity in the university community, and (3) to foster a high sense of integrity and social responsibility on the part of the university community.
Class Attendance and Participation
Students are expected to attend all scheduled classes during the semester unless prior arrangements have been made with the instructor or the student has an excused absence (documented illness or family emergency). Students are also required to participate in class discussions as part of completing the class.
Policy on Late Assignments and
Missed Exams
Students are required to submit assignments and complete examinations on the date they are due unless prior arrangements have been made with the instructor or the student has an excused absence (documented illness or family emergency).
Accommodation for Students with
Disabilities
Students with any type of documented disabilities needing accommodation should (1) register with and provide documentation to the Student Disability Resource Center, and (2) bring a letter to the instructor indicating the need for accommodation and what type. This should be done the first week of class.
Required
Reading (Additional readings will be provided as needed)
American Counseling Association. (1999). Ethical standards for Internet on-line counseling. Retrieved December 20, 2002, from http://www.counseling.org/resources/internet.htm
American Psychological Association Ethics Committee. (1997). Services by telephone, teleconferencing, and internet. Retrieved December 20, 2002, from http://www.apa.org/ethics/stmnt01.html
Association of Computer-Based Systems for Career Information. (2002). Handbook of standards for the operation of computer-based career information systems. Retrieved December 20, 2002, from http://www.acsci.org/acsci_pubs1.htm
Association for Counselor Education and Supervision Technology Interest Network. (1999). Technical competencies for counselor education students: Recommended guidelines for program development. Retrieved December 20, 2002, from http://www.acesonline.net/competencies.htm
Day, S. X, & Schneider, P. L. (2002). Psychotherapy using distance counseling: A comparison of face-to-face, video, and audio treatment. Journal of Counseling Psychology, 49, 499-503.
Gati, I. (1994). Computer-assisted career counseling: Dilemmas, problems, and possible solutions. Journal of Counseling and Development, 73, 51-56.
Guterman, J. T., & Kirk, M. A. (1999). Mental health counselors and the Internet. Journal of Mental Health Counseling, 21, 309-325. Retrieved December 20, 2002, from http://www.counselingzone.com/internet/
Health on
the Net Foundation (1997). HON code of conduct (HONcode) for medical and
health Web sites. Retrieved December 9, 2003, from http://www.hon.ch/HONcode/Conduct.html
Heinlen,
K. T., Welfel, E. R., Richmond, E. N., & Rak, C. F. (2003). The scope of
WebCounseling: A survey of services and compliance with NBCC Standards for the
Ethical Practice of WebCounseling. Journal of Counseling and Development,
81, 61-69.
International
Society for Mental Health Online. (2000). Suggested principles for the
online provision of mental health services. Retrieved December 9, 2003,
from http://www.ismho.org/suggestions.html
Manhal-Baugus,
M. (n.d). E-therapy: Practical, ethical and legal issues. Augusta State
University, College of Education. Retrieved December 20, 2002, from http://cybercounsel.uncg.edu/articals/etherapy.htm
National Board for Certified Counselors and the Center for Credentialing and Education. (2001). The practice of Internet counseling. Retrieved December 20, 2002, from http://www.nbcc.org/ethics/webethics.htm
National Career Development Association. (1991). Career software review guidelines. Retrieved December 20, 2002, from http://www.ncda.org/about/polsrg.html
National Career Development Association. (1997). NCDA guidelines for the use of the Internet for provision of career information and planning services. Retrieved December 20, 2002, from http://www.ncda.org/about/polnet.html
Panke, J., Carr, D. L., Arkin, S., & Sampson, J. P., Jr., (2001). A
process for developing the structure of need-based Web sites (technical report
No. 29). Tallahassee, FL: Florida State University, Center for the Study of
Technology in Counseling and Career Development. Retrieved December 20,
2002, from http://www.career.fsu.edu/documents/technical
reports/Technical Report 29/TR-29.htm
Reese, R. J., Conoley, C. W., & Brossart, D. F. (2002). Effectiveness of telephone counseling: A field-based investigation. Journal of Counseling Psychology, 49, 233-242.
Sampson, J. P., Jr. (1997a). Implementation model for computer applications. Tallahassee, FL: Florida State University, Center for the Study of Technology in Counseling and Career Development. Retrieved December 20, 2002, from http://www.career.fsu.edu/documents/implementation/Implementation%20Model%20for%20Computer%20Applications.htm
Sampson, J. P., Jr. (1997b, April). Helping clients get the most from computer-assisted career guidance systems. Paper presented at the Australian Association of Career Counselors 7th National/International Conference, Brisbane, Australia. Retrieved December 20, 2002, from http://www.career.fsu.edu/documents/implementation/Helping%20Clients%20CACG%20Systems.htm
Sampson, J. P., Jr. (2000). Computer applications. In C. E. Watkins, Jr. & V. L. Campbell (Eds.), Testing and assessment in counseling practice (2nd. Ed) (pp. 517-544). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Sampson, J.P., Jr. (2002). An integrated model
of computer applications in counseling. Tallahassee, FL: Florida State
University, Center for the Study of Technology in Counseling and Career
Development. Retrieved December 20, 2002, from http://www.career.fsu.edu/documents/implementation/integrated_model.doc
Sampson, J. P., Jr., & Bloom, J. W. (2001).
The potential for success and failure of computer applications in counseling
and guidance. In D. C. Locke, J. Myers & E. L. Herr (Eds.). The Handbook
of Counseling (pp. 613-627). Thousand Oaks, CA: Sage Publications.
Sampson, J.P., Jr., Carr, D. L., Panke, J., Arkin,
S., Minvielle, M,. & Vernick, S. H. (2001). Design strategies for
need-based Internet Web sites in counseling (technical report No. 28).
Tallahassee, FL: Florida State University, Center for the Study of Technology
in Counseling and Career Development. Retrieved December 20, 2002, from http://www.career.fsu.edu/documents/technical%20reports/Technical%20Report%2028/TR-28.html
Sampson, J. P., Jr., Kolodinsky, R. W., &
Greeno, B. P. (1997). Counseling on the information highway: Future
possibilities and potential problems. Journal of Counseling and Development,
75, 203-212.
Sampson, J. P., Jr., & Lumsden, J. A. (2000). Ethical issues in the design and use of Internet-based career assessment. Journal of Career Assessment, 8, 21-35.
Sampson, Jr., J. P., Purgar, M. P., & Shy, J. D. (2003).
Computer-based test interpretation in career assessment: Ethical and
professional issues. Journal of Career
Assessment, 11 (1), 22-39.
TECHNICAL COMPETENCIES FOR COUNSELOR
EDUCATION STUDENTS:
RECOMMENDED GUIDELINES FOR
PROGRAM DEVELOPMENT
Association for Counselor
Education and Supervision Technology Interest Network
(1999)
At the completion of a counselor education program, students should:
1. Be able to use productivity software to develop web pages, group presentations, letters, and reports.
2. Be able to use such audiovisual equipment as video recorders, audio recorders, projection equipment, video conferencing equipment, and playback units.
3. Be able to use computerized statistical packages.
4. Be able to use computerized testing, diagnostic, and career decision-making programs with clients.
5. Be able to use email.
6. Be able to help clients search for various types of counseling-related information via the Internet, including information about careers, employment opportunities, educational & training opportunities, financial assistance/scholarships, treatment procedures, and social and personal information.
7. Be able to subscribe, participate in, and sign off counseling related listservs.
8. Be able to access and use counseling related CD-ROM databases.
9. Be knowledgeable of the legal and ethical codes which relate to counseling services via the Internet.
10. Be knowledgeable of the strengths and weaknesses of counseling services provided via the Internet.
11. Be able to use the Internet for finding and using continuing education opportunities in counseling.
12. Be able to evaluate the quality of Internet information.