Mental Health and the Helping Professions

(3 credit hours)
This syllabus is designed to be reference material for any questions you may have regarding course
scheduling, attendance and participation policies, and assignments. Please read in its entirety.
Instructor: Hayley D. Seely, M.S. Office: CEHD Room 386
Pronouns: she/her/hers Office Hours: Online or in-person by request
E-mail: hdseel01@louisville.edu
Catalog Description: Introduction into the different fields and approaches found within the
broad area of helping professions.
Course Purpose: The purpose of this course is to provide an overview and awareness of the
variety of fields and approaches present in helping professions. The focus is on the similarities
and differences between various helping professions, as well as topics and issues of concern
related to the helping professions: systemic, environmental, and cultural components of the
professions, health inequities, basic mental health concerns found in the U.S. and abroad, and the
relationship of mental and physical health. It also addresses issues related to jobs in the field
including job opportunities and basic information about licensure.
Required Readings
 Textbook: Burger, W. R. (2018). Human services in Contemporary America (10th ed).
Cengage Learning.
 Additional articles, videos, and podcasts posted on Blackboard
Student Learning Outcomes
1. Students can distinguish between different helping professions.
2. Students can identify basic requirements of training for different helping professions.
3. Students can describe contemporary issues impacting helping professions and the
populations they serve.
4. Students can communicate their interest in the helping professions and meaningfully
discuss their strengths and weaknesses as they relate to their field of interest.
Course Objectives
Students will be able to:
1. Discern how contextual forces in the United States, such as cultural beliefs, social
disparities, political policies, and significant historical events have (a) contributed to the
need for human service work and (b) shaped existing human service fields.
2. Identify some of the main populations that are served by human service workers. Students
will also reflect on populations they may be interested in working with.
3. Demonstrate knowledge of the historical origins of key human-service fields, including
clinical psychology, counseling psychology, and social work.
4. Articulate some of the essential skills and personal qualities that are required of human
service workers.
5. Recognize personal strengths and weaknesses as they relate to human service work and
identify career options that are a good match for their individual attributes.
6. Demonstrate familiarity with a range of career paths in human service fields and clarify
career options align with personal interests, skills, and dispositions.
Conceptual Framework Summary
The conceptual framework, Shaping Tomorrow: Ideas to Action, embodies a unified rationale for
our diverse programs that includes three constructs: Inquiry, Action, and Advocacy. Under the
construct of Inquiry, and through active engagement and skilled training in methods of rigorous
Research, candidates develop the knowledge, skills, and dispositions to become Critical
Thinkers. Scholarship, informed practice through inquiry and reflection, is performed not in
isolation but in communion with others, both within the university and in the world. Under the
construct of Action, and through continual Practice, candidates develop the knowledge, skills,
and dispositions to become Problem Solvers in the community. They are encouraged to apply
knowledge and change practice to solve real world problems. Under the construct of Advocacy,
and through dedicated, committed Service to their peers, university, community, and world,
candidates develop the knowledge, skills, and dispositions to become Professional Leaders. Our
candidates are empowered to participate fully in the life of the metropolitan community in which
we live, to practice social justice, and to seek equity of educational access for all the constituents.
Conceptual Inquiry Action Advocacy
Framework
Constructs
Constructs as Research Practice Service
Learned and
Applied through:
Constructs Critical Thinkers Problem Solving Professional Leaders
Reflected in
Candidates
Unit Dispositions Exhibits a Exhibits a Exhibits a disposition to
Reflected in disposition to disposition to affirm principles of
Candidates inform practice improve practice social justice and equity
through inquiry through and a commitment to
and reflection information, making a difference
knowledge, and
understanding
Relationship to Conceptual Framework: This course connects to the Inquiry, Action, and
Advocacy constructs of the Conceptual Framework by tapping into research, practice, and
service, providing students with opportunities to learn about and be critical thinkers, problem
solvers, and professional leaders. For critical thinking, students will have ample opportunities in
this class to research and think critically about contemporary issues and the helping professions.
Students will become problem solvers by applying knowledge obtained in class to understand
different careers within the helping professions and how these professions are impacted by social
policy. Students will also be given many opportunities to engage in reflect and start taking action
toward their career goals. Finally, students will have exposure to a variety of social justice and
equity issues through their readings, lectures, and other course materials, and be asked to reflect
on personal advocacy and critically evaluate the role of social justice in the helping professions.
Course Content
1. Readings about the historical factors impacting human service fields, as well as current
issues, concerns, and controversies.
 2. Information about career paths in human service fields, including the education required to
obtain specific jobs, settings where human service workers are employed, and the types of
tasks that are performed by psychologists and social workers in various jobs/settings.
3. Data about salaries, employment rates, and job prospects for psychologists and social
workers with different levels of education and training.
4. Presentation of reflections and personal experiences from professionals working in various
human service fields, as well as students enrolled in human service programs.
Class Standards
Changes to Syllabus: This syllabus is a working document and is subject to change (within
reason) throughout the semester at the discretion of the instructor. Students will be notified
regarding changes.
Emails to Instructor: Emails to the course instructor should use professional language and
professional tone.
Submitting Late Work/Make-ups: Written assignments should be turned in on the specified
date and time. Late assignments will be penalized 10% for each 24-hour period they are turned in
after the due date. For example, if you turn in your assignment 5 hours late, you will only be able
to receive 90% of the possible points for the assignment. You are responsible for confirming that
you have uploaded the correct document to Blackboard. The document that you submit by the
deadline is what will be graded. Knowledge checks will not be accepted late.
Make-up exams will only be allowed under excused circumstances (i.e., documented illness,
death of a loved one, or other circumstances at the discretion of the instructor). If knowledge of
an excused absence during the exam exists ahead of time (e.g., court-ordered circumstances,
military training), then the exam must be taken before the scheduled exam date. You must
contact your instructor at least one week before the exam to schedule a make-up exam. If sudden
serious circumstances prohibited you from coming to the exam on the assigned date (e.g., serious
documented illness, family emergency) make-up exams must be taken within one week of the
scheduled exam date. You must contact your instructor within 24 hours of having missed the
exam to set up the make-up exam.
Online Class Information
Technology Expectations
All assignments are to be word-processed using Microsoft Word or saved as a Rich Text File
(RTF). Correct grammar and spelling are expected, and excessive errors will affect your grade.
All class e-mails will be sent through Blackboard to your UofL account. Use of the Internet for
research purposes will be required. A UofL email address and ability to use Blackboard are
required. Because this course is held completely online, you will need to have access to a
computer and reliable high-speed internet. You must be able to use internet search tools, access
Blackboard, use email, and know how to download and upload documents. Please use a virus
checker on all documents before submitting them. For your privacy and security, only your
official U of L email account will be used for email communication. No information will be sent
to personal email accounts. CHECK YOUR UofL EMAIL FREQUENTLY.
Teaching Methods
This course is held completely online through Blackboard. The course is divided into weekly
sections or “Modules”. For each module, you will have required reading assignments. Modules
will vary on practice activities such as writing assignments, surveys, videos, and podcasts. This
material will build towards your final assignments. All assignments will be submitted on
Blackboard. Your HAT will be submitted through both Blackboard and Foliotek.
Library Services
Library services are available for students in distance education-online courses, including off-
campus access to online databases and Electronic Course Reserves. The UofL librarians are
available to assist you with library services. For more information view the Library Services for
Distance Education and Online Courses page.
Please note, research is required for this course. You will be responsible for finding academic
sources including journal articles, textbooks, and government websites. If you have not
conducted research in the past, please seek assistance from the library staff.
Writing Center
The University Writing Center is committed to supporting the writing of distance education
students. If you are taking a distance education course and cannot make a face-to-face
appointment at the Writing Center, you can schedule an online consultation through their
Virtual Writing Center. They provide both online live chat sessions and, when that's not
possible, they can respond to your draft in writing through an eTutoring session. Learn more
at the Writing Center website. Your papers for this course must follow APA 7 guidelines.
Additional information can be found at Purdue Owl.
Minding your Well-being
Your well-being is of critical importance! This includes getting a good night’s sleep, having
enough to eat, and being able to get to where you need to go. If you are having any difficulties
with these basic necessities, remember that UofL has resources to assist you. For food items, in
addition to some household and toiletry items, you can go to the Cardinal Cupboard pantry in
SAC W312. Additionally, a Student Success Coordinator in our Student Success Center can
work with you individually to provide guidance and support, and connect you to resources, if
you’re experiencing any academic, financial, or personal difficulties. And finally, you can find
support and resources via the UofL Concern Center. Please reach out to me or to one of these
great resources if you find yourself in need at any time during this course or after.
Course Requirements
*All Assignments and paperwork (i.e., observation forms and proof of contact) will be
submitted on Blackboard and are due by 11:59 pm on the Thursday of the given week
unless otherwise noted.
1. Active participation (25 pts). Your participation will be measured by active engagement
with the readings, lectures, multimedia, and assignments; you get out of your coursework
what you put into your coursework. I ask that you are respectful to your fellow students
and engage with care in your written assignments and in your responses to each other. Active
participation will be measured in several ways: engagement with course materials, timely
responses to assignments, engagement with fellow students’ written reflections via the
discussion board, and digital etiquette.
2. Written Reflections (35 pts total; 5 pts each): You will complete 7 written assignments
throughout the course that are meant to help you engage with course material while reflecting
upon what populations you are interested in working with, what personal qualities you have
that lend you to being able to successfully work with your population of interest, what
personal weaknesses you have in working with your population of interest that can be
improved through learning about helping professions, and how you plan to apply class
material to your current or future career to best serve your population of interests. These
written reflections should be at least 250 words and no more than 500 words and should
reference relevant sources. These reflections will be graded as either full points, half points,
or no points. To receive full points, I am looking for depth of response, utilization of
references, and relevance to module topics. I have provided an example of 5-point responses
for the first two discussion boards to help guide you. You will post these reflections to the
discussion board as a way to share your thoughts with your peers. I encourage you to engage
with your peers’ posts and provide meaningful responses when appropriate.
3. Midterm Survey (5 pts): You will receive credit for completing a short survey sometime
around the middle of the semester. The survey will allow you to provide anonymous
feedback about how you feel the semester is going and whether there are any changes that
you would like to see.
4. Hallmark Assessment Task (HAT; 35 pts): Your HAT assignment has 2 parts:
1. You must submit a 4-6 page paper (double spaced) that integrates at least 3 relevant
sources in addition to course materials. Your paper should be focused on one of the
following two topics:
A. Choose a topic of interest from the course (i.e., an aspect of social policy or
contemporary issue), and research it in further detail as it relates to your
population of interest. Describe how you will use this knowledge moving forward
in your life and career, whether that be through your current occupation, a
potential helping profession occupation, or as a global citizen.
B. Choose a helping professions field that you would be interested in pursuing.
Conduct research regarding training requirements in that field, licensure
requirements, and the type of degree needed to do the work you’d like to do.
Then, you will reflect on why you believe that profession would be a good
personal and professional fit.
2. Create a brief video presentation with the key points from your paper. This
presentation should be between 3-5 minutes and provide main take-aways from the
research you conducted for your paper. These videos will be posted as a way to share
the knowledge you gained with your peers.
** Late HATs will not be accepted. HAT Rubric provided at the end of the syllabus.
Criteria for Determination of Grades
Assignment Point Value
Active Participation 25
Written Reflections (7 @ 5 pts each) 35
Midterm survey 5
Hallmark Assessment Task (HAT) 35
Total 100
390-400 points (98-100%) = A+ 370-389 points (93-97%) = A 358-369 points (90-92%) = A-
350-357 points (88-89%) = B+ 330-349 points (83-87%) = B 318-329 points (80-82%) = B-
310-317 points (78-79%) = C+ 290-309 points (73-77%) = C 278-289 points (70-72%) = C-
270-277 points (68-69%) = D+ 250-269 points (63-67%) = D 238-249 points (60-62%) = D
*Note – There will be no extra credit. Final grades are based on the percentage of total possible points
that you earn.
 Tentative Course Schedule
*All Assignments and paperwork (i.e., observation forms and proof of contact) will be submitted on Blackboard and are due
by 11:59 pm on the Thursday of the given week unless otherwise noted.
Date Guiding Questions Topics Covered Readings/ Due
Assignment
Module 1 What are your beliefs about helping Course overview & Syllabus Written
8/22-8/25 professions coming into this course? syllabus review Human Services in Reflection
What are you hoping to learn? Introduction to human Contemporary 1
Why are you interested in the helping services America (HSCA): pg.
professions? Historical overview of 3-13
human service fields HSCA: pg. 17 & 18
HSCA: pg. 136-157
Perusall - Module 1
Module 2 What population(s) are you interested in Populations served by HSCA: pg. 59-125 Written
8/26-9/1 working with and why? human service workers HSCA: pg. 332-334 Reflection
Perusall - Module 2 2

Module 3 How does social policy impact the Impact of social and HSCA: pg. 22-52 Written
9/2-9/8 helping professions? contextual forces on HSCA: pg. 273-292 Reflection
What is the role of context in helping human service needs Perusall - Module 3 3
others? Contemporary issues and
How can you consider context in your controversies
work?
What contemporary issues pose
challenge to your population?
What is the role of advocacy and how
can you advocate?

Module 4 What characteristics and skills do Characteristics and skills HSCA: pg. 197- 235 Written
9/9-9/15 effective service workers have? of effective human Perusall - Module 4: Reflection
How do these characteristics or skills services workers 4
reflect or differ from your own? Personal factors impacting
 How can you anticipate life experiences human service worker’s
to impact your service to others? application of skills
What does it mean to be burnt out? Burnout
How can burnout impact those you
serve?
What can you do to better serve your
population of interest?
What is life flow and how can you pursue
a life flow that works for you?
Module 5 What human service career(s) are most Human service careers HSCA: pg. 239-272 Written
9/16-9/22 inspiring to you and why? Prevention HSCA: pg. 299-315 Reflection
What is prevention? Perusall - Module 5 5
Why is prevention important in human
services?
Module 6 What are the different career trajectories Career Paths in Perusall - Module 6 Written
9/23-9/29 in psychology and social work? Psychology and Social Reflection
What interests you in these fields? Work Career Tools: 6
What questions do you still have and https://www.apa.org/
what avenues are you interested in workforce/data-tools/
exploring? careers-psychology
https://www.bls.gov/
ooh/life-physical-and-
social-science/
psychologists.htm
https://www.bls.gov/
ooh/community-and-
social-service/social-
workers.htm
https://
drjosephhammer.com/
psych-grad-school/
 the-mental-health-
professions-career-
test/
Module 7 No Class Lecture: Enjoy Optional Discussion HAT (both
9/30-10/6 Fall Break! board for questions paper and
about HAT video) on
Blackboard
. Paper
must be
uploaded
to Foliotek
as well.
Module 8 What was the most interesting thing you Education Perusall - Module 8 Written
10/7- learned from your peers? Concluding thoughts and Watch peers’ videos Reflection
10/12 What did you learn in this class that you course wrap-up 7
will employ in your future career?
What were the most helpful and the least
helpful aspect of this class for your
learning?
 HAT Grading Rubric:

Exemplary Target Developing Insufficient

(33-35 pts) (28-32 pts) (25-27 pts) (below 25 pts)
Content Selected topic/field Selected topic/field Selected Selected
(40%) is addressed is addressed, but topic/field with topic/field is not
completely using lacks sufficient only basic addressed and
theoretical and/or supporting information. lacks supporting
empirical support. evidence. Ideas are Supporting evidence. Ideas
Ideas are well- comprehensive and evidence is are unclear and
articulated and of adequate depth. minimal. Ideas are do not
reach depth At least 3 additional confusing and/or demonstrate
advanced for sources are utilized. underexplored at knowledge of the
current level of times. 1-2 selected
training. At least 3 additional sources topic/field.
additional sources are utilized.
are utilized.
Organization Answers include a Major areas are Assignments have Answers to each
(40%) well-organized identified and serve missing headings question are
presentation of to organize and that would serve disorganized and
information, using clarify knowledge of to organize and lack a clear
headings and skill development. clarify knowledge demonstration of
clarifications of skill skills.
supporting skill development.
development.
Style (20%) Assignment Assignment contains Assignment Assignment
contains no spelling 2 or fewer spelling contains 4 or contains more
and/or grammatical and/or grammatical fewer spelling than 4 errors. As
errors. errors. and/or stated in the
grammatical syllabus, 5 points
errors. are deducted for
each
spelling/grammat
ical error.

*This rubric is used to assess both the paper and the accompanying video
*Late HATs will not be accepted
 Relevant Policies and Related Information
CEHD Diversity Statement: The College of Education and Human Development is committed
to the promotion of antiracism. Diversity, equity and inclusion is a shared vision for our efforts
in preparing teachers, administrators, school counselors and other professionals. The CEHD has
zero tolerance for discrimination of any kind (racism, sexism, classism, homophobia, ageism,
ableism, xenophobia, etc.). Students will be encouraged to investigate and gain a current
perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual
identity, disability, ability, age, national origin, geographic location, military status, etc.) related
to their chosen fields. Students will examine critically how issues of equity, inclusion, and
belonging apply to and affect theory, sociological issues, and current events (discrepant
outcomes in education, hiring practices, and daily operations) in a variety of areas. Students will
be encouraged to identify and challenge their belief systems that are often rooted in larger
systems that perpetuate injustices, and be encouraged to reexamine and develop more critical
perspectives and practices regarding equity and inclusion. By grounding their practices in these
critical perspectives, students will learn to be empowered and informed leaders in their fields
whose actions reflect this commitment to equity and inclusion. Students experiencing harassment
and discrimination in the college should report this behavior through the Climate Accountability
Reporting System via the CEHD website or to the CEHD Assistant Dean of Diversity, Equity, &
Inclusion.

COVID-19: As a Community of Care, all Cardinals are expected to abide by public health
guidelines and regulations as published by the University: https://louisville.edu/coronavirus

Policy on Instructional Modifications: Students with disabilities who need reasonable

modifications to complete assignments successfully and otherwise satisfy course criteria are
encouraged to meet with the instructor as early in the course as possible to identify and
plan specific accommodations. Students will be asked to supply a letter from the Disability
Resource Center to assist in planning modifications.
Plagiarism: Plagiarism is representing the words or ideas of someone else as one’s own in any
academic exercise. An academic unit that determines that a student is guilty of academic
dishonesty may impose any academic punishment on the student that it sees fit, including
suspension or expulsion from the academic unit. Standards of academic honesty and integrity are
expected to be upheld in all aspects of this course. Students are strongly encouraged to become
familiar with the University’s policies regarding plagiarism or other forms of academic
dishonesty in the Code of Student Rights and Responsibilities: http://louisville.edu/dos/policies-
and-procedures/code-of-student-rights-and-responsibilities.html. You are responsible for
understanding and abiding by the University of Louisville’s policies regarding academic
integrity and student conduct. Academic dishonesty, including obtaining unauthorized
information, submitting the same academic work for two classes without permission from
both instructors, misrepresentation, plagiarism, etc., is strictly prohibited. Penalties for
plagiarism may include a grade of “0” for the assignment, a failing grade for the course, and/or
expulsion from the academic unit.
Title IX/Clery Act Notification: Sexual misconduct (sexual harassment, sexual assault, and any
other nonconsensual behavior of a sexual nature) and sex discrimination violate University
policies. Students experiencing such behavior may obtain confidential support from the PEACC
Program 852-2663, Counseling Center 852-6585, and Campus Health Services 852-6479. To
report sexual misconduct or sex discrimination, contact the Dean of Students (852-5787) or
University of Louisville Police (852-6111).
Disclosure to University faculty or instructors of sexual misconduct, domestic violence, dating
violence, or sex discrimination occurring on campus, in a University-sponsored program, or
involving a campus visitor or University student or employee (whether current or former) is not
confidential under Title IX. Faculty and instructors must forward such reports, including names
and circumstances, to the University’s Title IX officer. For more information, see the Sexual
Misconduct Resource Guide (http://louisville.edu/hr/employeerelations/sexual-misconduct-
brochure).
Foliotek Electronic Assessment System (EAS): Foliotek is a web-based system designed to
contain portfolios of courses and the required Hallmark Assessment Tasks (HATs) identified on
programs’ curriculum sheets. Faculty and students will use a Foliotek Single Sign On (SSO) link
in Blackboard to log in to Foliotek. Students are associated with portfolios respective to the
program(s) they pursue. Foliotek resources are located on the College’s Foliotek website,
www.louisville.edu/education/foliotek . These include step-by-step instructional guides and
video tutorials. You can also access the “Resources” and “Help” areas in Foliotek to find support
via telephone, live chat, and email.
Several critical aspects of Foliotek that you need to know are listed below.
1. You are not charged for the use of Foliotek.
2. Faculty will create a Foliotek SSO link in your Blackboard course. The SSO links are the
portals through which you will access the Foliotek system.
3. You should click on the Foliotek SSO link for each course in which you are currently
registered at least once during the semester. This first click will integrate Blackboard and
Foliotek, associating you with your courses and instructors in Foliotek.
4. After you have clicked on each SSO course link once, you can open your Foliotek-hosted
courses from any current course listed in Blackboard to access portfolios, courses, and
assessments/HATs. The process for uploading was simplified during the Fall 2020
semester. More information about using Foliotek is on the CEHD’s Foliotek website:
http://louisville.edu/education/foliotek/students
5. You can submit coursework in numerous formats, including Microsoft Word, Excel,
PowerPoint, link(s) to other websites or cloud servers (e.g., OneDrive, Google Docs),
PDF files, video files, etc. Directions are provided on the College’s Foliotek website,
http://louisville.edu/education/foliotek/students
6. If there is an issue with the system, you can click on “Resources” or the “Help” link at
the top of the Foliotek dashboard for technical support from Foliotek via email, live chat,
or toll-free phone number (1-888-365-4639).
7. The CEHD contacts for local/onsite assistance with assignments are
foliotek@louisville.edu or 502-852-1360. Note that some technical issues are only
supported by Foliotek (the service provider).

This syllabus was prepared by Abbie Sell and Eric Smith, July 2020
Modified by Hayley Seely, July 2022