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THE COUNSELING PROGRAM EDCO 291 Happiness, Mindfulness and Health Promotion Summer Syllabus Sample: 3 Credits
Dr. Anthony R. Quintiliani, Ph.D., LADC PO Box 88, No. Ferrisburg, VT 05473 Student Call: 324-1946 - Leave a Message (Checked Once Daily) (Home 425-2953 emergency contact only) Students may schedule appointments on an as needed basis. Otherwise, consultations will occur before and after class sessions. Course Information This course will utilize research, lecture-discussion, role playing and skills practice activities in learning happiness skills and mindfulness skills to enhance health. The actual content and skills will be focused on counseling/psychotherapy, psychological and physical health promotion, intervention and recovery processes in health-related areas of need. Prerequisites Junior, Senior, Medical, Graduate and Post-Graduate/Continuing Education status Instructional Methods The course will use various combinations of lecture, discussion, Socratic questioning, limited audio-visual formats, role playing, and skills practice to focus on how happiness research and skills as well as mindfulness research and skills enhance psychological and physical health. Health promotion, intervention and recovery processes will be included. The course will also include group learning experiences in both the examination and a peer-reviewed researchbased course project on skill applications. Group process skills will be enhanced through cooperative group structures in your exam and project paper. A brief student presentation
Summer 2011 Happiness, Mindfulness and Health Promotion A. Quintiliani on course project content may be required. One exam and a quiz will be included. Graduate students MAY be required to do a mini-presentation (15 minutes) on their specific topic. Course Requirements Since this is a skills-based course, excellent attendance is required. Student participation (to the best of your ability and comfort) is expected. Students have the option of optingout of course experiential-training activities; however, such activities represent the heart of skills learning. ONCE YOU DO PARTICIPATE, A SMALL EVALUATIVE COMPONENT WILL BE ADDED. Students are expected to complete all assigned course reading by due dates. Students are required to complete all assignments, project papers, exams and presentations as noted in the course. Adult student educational classroom behavior is always expected. Students are encouraged to confer with the instructor if they have any questions about course requirements and their personal adjustment to the course. PLEASE BE CERTAIN TO TAKE CARE OF EXPECTED LIFE DEMANDS WHILE IN THIS INTENSIVE COURSE. Additional out-of-class time is required. IF YOU EXPECT TO MISS CLASS TIME DURING THE COURSE, PLEASE CONFER WITH ME ASAP. This course practices what it teaches/preaches; every effort will be made to ensure student comfort and calmness (safety, relaxed autonomic and limbic reactivity) as the bases for optimal learning. To do well in this course you will need to pay close attention to what is presented in class. Therefore, I do not allow students to have open laptops or various audiovisual devices during the class meeting time. Required and supplemental Readings The following texts are RERQUIRED. 1) Required Texts #1 and #2 NIT yet selected 3) Quintiliani, A. R. (2008). The Mindfulness-Based Path to Emotional Self-Regulation and Personal Empowerment: A Training Manual for Use with Children, Youth and Adults with Co-Occurring Disorders. Monkton, Vermont: Fuller Mountain Press and Burlington, Vermont: Vermont Department of Health. This text will be purchased by students at printing cost. 3) Vermont Department of Mental Health/VISI PowerPoint Slides for mindfulness-based /happiness-based content MAY BE USED. Quintiliani readings and the PowerPoint Slides will be mailed to you or provided in class.
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Summer 2011 Grading System
Happiness, Mindfulness and Health Promotion
40% based on attendance and participation – students need to be present to participate; 40% based on final examination (course applied project paper); and, 20% based on mid-term exam. Please note that students missing class time or a significant portion of class time will be required to outline missed classroom content. Students are expected to attend classes; there are no exceptions to this requirement, except as noted by UVM policy (Departmental exception, serious illness, family crisis). If you expect conflicts with course dates/hours, please plan ahead so that you may participate as fully as possible, and confer with me asap. The quiz grade will not be figured into final course averages; however, you MUST pass it in order to qualify for a grade of A- or better. Please refer to “Course Requirements” on Page 2 for more details about attendance, etc. Course Structure For session by topic, readings and due dates for required assignments, see additional pages. This information will be provided during the first class session. Course Objectives Counseling Program Objectives (Listed by Program Objectives Numbers) 1) Students will use course content to develop a personal theory of counseling. 9) Students will understand and develop knowledge (and skills) for mental health counseling. 14) Students will follow ethical and legal standards of the profession. CACREP Objectives (Listed by CACREP Numbers) Professional Identification 1b) Students will understand professional relationships with other human services providers. 1g) Students will pursue active advocacy for their profession – especially in learning new research and skills in course areas. Human Growth and Development 3a) Students will learn how to enhance optimum development over the life span – especially in new learning and research in course areas. Group Work
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Summer 2011 Happiness, Mindfulness and Health Promotion A. Quintiliani 6a) Students will learn (through cooperative group activities) about group dynamics, processes, stages and group member roles. 6e) Students will learn about group work – tasks groups, psychoeducation groups and therapy groups. Vermont department of Education Objectives 1) 2) 3) Human Development - Students will understand appropriate indicators of social and emotional well being for stages in human development. Counseling – Students will facilitate (their own) self-awareness, self-understanding, and behavioral change as they relate to adjustment and performance. Professional Issues – Students will have knowledge about professional and ethical issues in school (and mental health) counseling.
Other Instructor Objectives 1) Students will learn and understand research and skills practices in the area of happiness development as demonstrated by course participation, exams and course projects. Students will learn and understand research and skills practices in the area of mindfulness-based interventions as demonstrated by participation, exams and course projects. Students will learn how to apply these knowledge and skill areas to health promotion, intervention and recovery for psychological and physical health areas via the course project. Students will to the best of their motivation and comfort apply course skills to enhance their own happiness and mindfulness-based emotional self-regulation.
Academic Honesty All faculty and students are required to be familiar with and adhere to the academic honest policy and procedures delineated in the moist recent edition of The Cat's Tale < http://www.uvm.edu/~dos/students/catstale2007-8.pdf> Reasonable Accommodations If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodations, please call Accommodation, Consultation, Counseling and Educational Support Services (ACCESS) at 656-7753 (website: http://www.uvm.edu/access). As per the ADA, it is the responsibility of the student to Page 4 of 9
Summer 2011 Happiness, Mindfulness and Health Promotion A. Quintiliani disclose a disability prior to requesting reasonable accommodations. In this course, please inform me at the first or second class session if this condition applies to you. YOU MUST NOTIFY ME IN THE FIRST CLASS SESION IF YOU REQUIRE ACCOMMODATIONS. Diversity/Multicultural Focus Students in the Counseling Program are expected to develop awareness, knowledge, and skills for working with diverse clientele. Diversity issues will be addressed in the following ways: origin of certain skills taught in the course; using skills from the course to adhere to this policy of respect and inclusion; information on how implementation may be modified with various ethnic, racial and cultural groups; and, other ways. Religious Holidays Students have the right to the religion of their choice, and will not be penalized if the religious holiday falls on a class meeting day (as per UVM policy). Inform me if this applies to you. Note that the course requirement for all missed class sessions does apply regarding make up work assignments. Technological Competence All students are expected to enhance their technological competence by activating their UVM e-mail addresses. Students have the responsibility to keep informed of Program, course and University notices and information regarding this course. Students will enhance their skills by using technological processes and system to complete research assignments, communicate with work team members, and complete required course projects. Course Projects A cooperative group course project paper is required in this course. Students have the option of doing an individual project if group topics do not match individual interest or motivation. Please follow the guidelines below. You are encouraged to do a group project as a means to improve professional group process skills. This project will require some out-ofclass time and group preparation meetings (live or via email). 1) Select a topic of personal or professional interest in which, happiness-based, mindfulness-based, emotional regulation, or related health promotion interventions have been applied. You do NOT need to clarify if your project is for professional or personal application. See item # 3 below regarding sources.
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Summer 2011 Happiness, Mindfulness and Health Promotion A. Quintiliani Obtain my approval of your topic and selected articles (if applicable) BEFORE you begin your work. My knowledge of clinical research and applications may save you some valuable time. Please use Gilbert’s The Compassionate Mind as the basis of your course project. This book will be used a little in the course; however, the main use is as the basis of your course paper. Gilbert’s book deals with various ways to understand and use compassion skills in helping. Option: Read 5 peer-reviewed, evidence-based, current (2009-2012) research articles from peer reviewed journals that deal with interventions and your topic area. If you use articles, I must approve them (evidence-based science). Write a report (15 pages double-spaced maximum) in which you apply the book or articles in the following format. Please be sure to use this format! A standard format improves grading objectivity. Format: a) topic title; b)introduction to the topic – what you hope to produce; c) basic content review of research outcomes stated in book or articles (do not worry about research designs – that is why they are peer reviewed articles); d) a summary section integrating the project (how the book or articles apply to your topic and outcomes); and, e) a set of clinical recommendations that may be helpful to others. You may add a brief appendix of information if you wish. Prepare a brief handout on a sample application – to be passed out during your presentation (the final exam). Present your report (no more than 20 minutes) to the class as your final examination. If you want a copy of your project report, you must make one on your own. I will send a formal written evaluation of your project to you; however, with your permission, I keep the projects on file for use by other students interested in your topic. If articles were used, attach copies of your articles to the paper. I will read them before I grade the paper. Please use standard citation from the book or articles. If this process is unclear, PLEASE be certain to ask for clarifications ASAP.
Course Clarifications This course covers five diverse topics. These topics are: happiness research and skills; mindfulness research and skills; emotional self-regulation research and skills; health promotion; and, self-development planning in professional and personal areas. As the course unfolds each topic will be presented in a sequenced manner; however, given the time available complete integration of the five course topics cannot be achieved. Expanded integration of content will occur as students complete readings, participate in lectures-discussions, practice skill activities, develop course projects, and in self-development planning. ALWAYS ASK QUESTIONS AS NEEDED! Lectures will NOT always simply present content and skills noted in assigned readings. There will be a clear relationship; however, students are expected to think about how Page 6 of 9
Summer 2011 Happiness, Mindfulness and Health Promotion A. Quintiliani reading content makes a “best fit” with class presentations. Students are expected to complete reading assignments BEFORE the noted session content is presented. Students may focus on main ideas and specific skills practices in all reading assignments. Please plan ahead. Reading assignments are moderate to high during the course. Reading assignments taper off as students prepare for their course project paper (your final exam). Each course session will begin with a brief skills practice. These are voluntary. ONCE YOU DO PARTICIPATE, A SMALL EVALUATIVE COMPONENT WILL BE ADDED. A secular perspective will be used in this course. Although many of the skills may have ancient and diverse spiritual/religious roots, the course focus is on scientific, evidence-based, and practical applications to improve psychological and physical health. STUDENT GUIDE FOR READINGS: Seek main ideas. Pay more attention to topics with strong research support, and topics covered in class lecture-discussions.. Do not worry about minor details. Session-by Session Assignments: A detailed listing of session-by-session readings, topics and assignments will be handed out at the first class session. _____________________________________ Optional Personal Growth Assignment #1 - Student Self-Development: The following application format is being provided to students interested in selfdevelopment dealing with mindfulness. This is a required assignment. Topic: Be very specific in noting a mindfulness topic. 1) What is the area you wish to work on? 2) What is the most important core meaning of this area? 3) What is your concrete, measurable goal?
4) What is your step-by-step plan (task analysis) to reach your goal? Step 1: Step 2: Step 3:
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Summer 2011 Step 4: Step 5: etc.
Happiness, Mindfulness and Health Promotion
5) How will you concretely measure your progress? SUDs/SUPs, other? 6) What is your personal criteria for success? 7) What did you try, and what was the outcome? _________________________________________ Optional Personal Growth Assignment #2- Happiness Activity Worksheet “Hactivity Planner” - Pleasurable Event Development 1) What is the selected happiness enhancement activity you plan to do?
2) What are the CABS-VAKGO-S Components? Cognition Affect Behavior Visual Auditory Kinesthetic Gustatory Olfactory Spiritual/Intuitive 3) What is your personal evaluation of the experience?
Journal Work (Optional) If you decide to maintain a private personal self-developmental journal during the course, you may want to follow this format. Other formats are suggested in my text.
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Summer 2011 Happiness, Mindfulness and Health Promotion 1) What specific happiness or mindfulness skills did you practice? 2) What is your goal? 3) How will you measure your skill performance and change? 4) Did the practice improve anything in your life experience? 5) Did you learn something new? If so, what? 6) Other comments.
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