CG 509Foundations of MentalHealth CounselingSemester & YearVALUES EDUCATION SERVICECourse Delivery Method:Course Section:Meeting Time and Place:Course Credit Hours:Weekly Seminar3 Credit HoursFACULTY CONTACT INFORMATION:Instructor:Phone:Email:Office Hours: By appointment before and after classCourse Website: Course Site in BlackboardCOURSE and PROGRAM SPECIFIC INFORMATIONI.COURSE DESCRIPTION: This course provides an overview of the history, philosophy, and currenttrends in clinical mental health counseling. Attention will be paid to the role and scope of practice of themental health counselor, including prevention, intervention, consultation, education, and advocacy, as wellas the operation of programs and networks that promote mental health in a multicultural society. Ethicaland legal standards, as well as organizations governing the profession of clinical mental health counselingare addressedII.COURSE OBJECTIVESThe students will become knowledgeable about the foundations of clinical mental healthcounseling issues, including but not limited to: 8/19/2020identifying the historical, philosophical, societal, cultural, economic, and political dimensionsof the mental health movement.investigating the roles, functions, and professional identity of clinical mental healthcounselors.demonstrating their knowledge of the structures and operations of professional organizations,training standards, credentialing bodies, and ethical codes pertaining to the practice of clinicalmental health counselors.examining the implications of professional issues unique to clinical mental health counselingincluding, but not limited to recognition, reimbursement, and right to practice.identifying the implications of socio-cultural, demographic, and lifestyle diversity relevant toclinical mental health counseling.Page 1 of 21 their knowledge of the organizational, fiscal, ethical, and legal dimensions ofthe institutions and settings in which clinical mental health counselors practice.the principles, models, and documentation formats of biopsychosocial case conceptualizationand treatment planning.the effective strategies for client advocacy in public policy and government relations issues.recognizes the importance of family, social networks, and community systems in thetreatment of mental and emotional disorders.CACREP 2016 StandardsSECTION 5.C.: CLINICAL MENTAL HEALTH COUNSELINGIII.1.FOUNDATIONSa. history and development of clinical mental health counselingb. theories and models related to clinical mental health counseling2.CONTEXTUAL DIMENSIONSa. roles and settings of clinical mental health counselorsc. mental health service delivery modalities within the continuum of care, such asinpatient, outpatient, partial treatment and aftercare, and the mental health counselingservices networksi. legislation and government policy relevant to clinical mental health counselingj. cultural factors relevant to clinical mental health counselingk. professional organizations, preparation standards, and credentials relevant to thepractice of clinical mental health counselingTEXTS/MATERIALS FOR THE COURSEGerig, M.S., (2014). Foundations for Clinical Mental Health Counseling: An Introduction to theProfession (2nd Edition). Upper Saddle River, NJ: PearsonAdditional Readings/Knowledge BaseAdditional Articles and Resources as provided by Instructor.IV.COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION METHODSA. One Critique of Research article: (28 points)Student will select a research article on a topic related to current trends in Mental Health Counseling from peerreviewed (refereed) on which to write a critique. The reference for article should be in APA format at thebeginning of your analysis. Further details on this assignment and grading rubric appear in Appendix 1:Completion guides for Key Assignments at end of this syllabus.B. Special Topic Presentation: (50 points)Students will choose and present on Special Topic related to mental health counseling will create a PowerPoint orPrezi presentation highlighting important concepts. The expectation is that the student will use multiple methodsof instruction to present the special topic in an engaging manner—didactic presentation, handouts, audiovisualaids, guest speaker, pre and post-test, etc. Presentation should be approximately 45 minutes in length. Furtherdetails on this assignment, as well as grading rubric, appear in Appendix 1: Completion Guides for KeyAssignments at end of this syllabus. It would be beneficial to sit down with course instructor 3 or so weeks priorto Special Topic Presentation date to discuss topic and possible presentation methods.C. Research Paper: (50 Points)On a major topic related to Mental Health and Community Counseling, may be the same as the Special TopicPresentation. I expect you to present a complete picture of a current topic in Mental Health treatment, includingRevised 8/19/2020Page 2 of 21

historical context, current research evidence, related multicultural factors and ethical factors, and include at leastseven solid research-based sources supporting the research findings. Length: Approx. 7 double-spaced pages, notincluding title or reference page. Reference list should be presented at the end of your paper in APA format.Further details on this assignment, associated standards, and grading rubric appear in Appendix 1: Completionguides for Key Assignments at end of this syllabus. Completed assignment will address the CACREP ProgramArea Standards standards listed below:CACREP-2016.5.C.1.a: History and development of clinical mental health counselingCACREP-2016.5.C.1.b.: theories and models related to clinical mental health counselingCACREP-2016.5.C.2.a: roles and settings of clinical mental health counselorsCACREP-2016.5.C.2.c: Mental health service delivery modalities within the continuum of care, such asinpatient, outpatient, partial treatment and aftercare, and the mental health counseling servicesnetworksCACREP-2016.5.C.2.j: cultural factors relevant to clinical mental health counselingD. Professional Development Reflection: (32 Points)Student will attend a professional meeting or continuing education seminar of a Counseling-related organization,and write a reflection. Issues to be addressed include, but are not limited to, management of mental health servicesand programs, roles and functions of clinical mental health counselors, knowledge of professional organizations,preparation and credentialing standards, and issues related to professional counseling. Add a funny joke to the endof reflection for 5 extra points. This shows me you are reading your syllabus. Further details on this assignment,associated standards, and grading rubric appear in Appendix 1: Completion guides for Key Assignments at end ofthis syllabus. Completed assignment will address the CACREP Program Area Standards listed below:CACREP-2016.5.C.2.i.: legislation and government policy relevant to clinical mental health counselingCACREP-2016.5.C.2.k: professional organizations, preparation standards, and credentials relevant to the practiceof clinical mental health counseling.E. Attendance:Regular class attendance and participation in discussions are expected of all class members, and will beconsidered as part of the grading process. Missing more than 1 class will require completion of an additionalwritten coursework assignment, and/or result in a drop of ½ letter grade for the course.Evaluation/Assessment (performance at 80% level or better for assignments to be acceptable)Research Article (28 points)Professional Dev. Reflection (32 points)Special Topic Presentation (50 points)Class Attendance and Participation (25 Points)Research Paper (50 points)F. Quizzes (35 points: 7 quizzes x 5 pts. each)10 Quizzes will test knowledge and assure reading of chapter material prior to class. Expect quizzes to covermaterial in Chapter listed for discussion in class. Each quiz will consist of 5 questions. Approximately 8- 10quizzes will be given in class. Score will be comprised of the top 7 quiz scores.Final grades will be based on the following:A: 95% or more of total possible pointsA-: 90% or more of total possible pointsB : 87% or more of total possible pointsB: 84% or more of total possible pointsB-: 80% or more of total possible pointsC : 75% or more of total possible pointsAssignments will be evaluated based on program standards using various assessment tools, including rubrics.The University official Graduate Education grading system will be utilized.Revised 8/19/2020Page 3 of 21

V.METHODS OF INSTRUCTIONMethods of instruction will include didactic lectures, collaboration, demonstration, evaluation, analyses ofresearch articles, and student presentations. The Clinical/Laboratory/Field Experience in this class involvesCase study analysis. Active participation and learning through dialogue is strongly encouraged in thisMasters level course. It is expected that the students will share the responsibility for others and their ownlearning.VI.INFORMATION LITERACY/TECHNOLOGICAL RESOURCESTechnologyIncoming students must be computer literate, able to use software for e-mail, word processing, webbrowsing, and information retrieval. Students must have access to the Internet for communicating withinstructors and accessing learning resources. Computer access must be available on a personalcomputer.Turn-it-inPortions of written work may be required to be submitted to Turn-It-In, the computer program designed forchecking literature duplication. Submitting additional course work to Turn-It-In is at the instructor’sdiscretion. Instructions will be available early in the semester on the Graduate Education Office webpage.Unit Commitment to DiversityThe School of Education recognizes differences among groups of people and individuals based onethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, andgeographical area. The unit designs, implements, and evaluates curriculum and provides experiences forcandidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary tohelp all students learn. Assessments indicate that candidates can demonstrate and apply proficienciesrelated to diversity. Experiences provided for candidates include working with diverse populations,including higher education and K-12 school faculty, candidates, and students in K-12 schools.LiveTextEach student will be required to establish an account with the LiveText program by the second classsession. LiveText is a web-based application offering a comprehensive suite of development, management,and assessment tools. This suite of tools provides colleges and universities with the capability to assessstudent work online using assessment instruments that have been developed and implemented by theindividual college faculty and/or departments. Specific instructions will be distributed on a separatehandout at your first class session. LiveText may be purchased online at or throughthe LMU Bookstore. LiveText Help is available on the Graduate Office web page – see the web pageaddress on the previous page.Library ResourcesThe Carnegie-Vincent Library provides access to many outstanding resources for students in TeacherEducation field, including tutorials, databases, and experienced reference librarians. Visit the library’swebsite ( for full details. There are many professional databases including: ERIC, theEducational Resource Information Center, the premier database for education related journal articles anddocuments containing over one million citations and links to more than 100,000 documents in full-text;ProQuest Education Journals database which contains access to 760 leading journals of which over 600are in full-text; ProQuest Dissertation & Theses Full Text: The Humanities and Social SciencesCollection: A comprehensive collection of scholarly research in the Humanities and Social Sciences, thisdatabase covers more than 1 million dissertations and theses; Mental Measurements Yearbook whichcontains descriptive information & critical reviews of commercially-available standardized Englishlanguage educational, personality, aptitude, neuropsychological, achievement & intelligence tests.Revised 8/19/2020Page 4 of 21

Additionally, the library provides access to over 100 other databases and can obtain books and articles fromlibraries worldwide through Interlibrary Loan.VII.COURSE OUTLINE/ASSIGNMENTS/UNITS OF INSTRUCTION OR CLINIC SCHEDULE:Schedule of Classes and AssignmentsClass 1 –Class 2 –Class 3 –Class 4 –Class 5 –Class 6 –Class 7 –Class 8 –Revised 8/19/2020Introductions, My Path to Becoming a Counselor, Course Overview,Review SyllabusIntroduction to Chapter 1 – What is a Mental Health or ProfessionalCounselor?Finalization of course Special Topics.LMU Librarian VisitWork on selection of research articles for analysisChapter 2 – The Counseling Profession in Historical Perspective.CACREP-2016.5.C.1.a: History and development of clinical mental healthcounselingChapter 3 – Theoretical Foundations for Clinical Mental Health CounselorsResearch Article Analysis Due, (Handed in during class, Hard Copy)Discuss Research Articles and Research Paper TopicsCACREP-2016.5.C.1.b.: theories and models related to clinical mental healthcounselingChapter 4 – Traditional and Contemporary Theories of CounselingCACREP-2016.5.C.1.b.: theories and models related to clinical mental healthcounselingChapter 5 – Education, Licensure, and CertificationCACREP-2016.5.C.2.k: professional organizations, preparation standards, andcredentials relevant to the practice of clinical mental health counseling.Chapter 6 – Ethical and Legal Issues in Clinical Mental Health CounselingCACREP-2016.5.C.2.i.: legislation and government policy relevant to clinicalmental health counselingSpecial Topic:Special Topic:Chapter 7 – Employment Settings: Where Clinical Mental HealthCounselors Work and What They DoCACREP-2016.5.C.2.a: roles and settings of clinical mental health counselorsCACREP-2016.5.C.2.c: Mental health service delivery modalities within thecontinuum of care, such as inpatient, outpatient, partial treatment and aftercare, andthe mental health counseling services networksSpecial Topic:Special Topic:Page 5 of 21

Class 9 –Out of Class Assignment: Library Day to Work on Research Paper due on Oct. 28thNo Class work onassignments outside ofClass.Class 10 –Class 11 –Class 12 –Class 13 –Class 14 –Class 15 –Class 16 –Chapter 8 – Appraisal and Research in the Practice of Clinical Mental HealthCounselingProgram Development and Service Delivery; Management of Mental HealthServices and ProgramsSpecial Topic:Special Topic:Chapter 9 - Professional Practice in Multicultural ContextsResearch Paper Due (turned into Livetext) Will discuss in classCACREP-2016.5.C.2.j: cultural factors relevant to clinical mental healthcounselingSpecial Topic:Special Topic:.Chapter 10 – Managed Care and Third-Party ReimbursementSpecial Topic:Special Topic:Chapter 11 – The Changing Face of Community Mental HealthCACREP-2016.5.C.2.j: cultural factors relevant to clinical mental healthcounselingSpecial Topic:Special Topic:Chapter 12 – The Future of Clinical Mental Health CounselingProfessional Development Reflection Due (turned into Livetext),Discussion of Professional Development ReflectionsSpecial Topic:Special Topic:Thanksgiving Break – Class Does Not MeetCatch-up day; Final Course Activity; Final Course EvaluationVIII.HONORS CONTRACT ADDENDUM INFORMATION (IF APPLICABLE):IX.TRANSPARENT INSTRUCTION:The Quality Enhancement Plan (QEP) for LMU, Transparent Instruction in GeneralEducation and Gateway Courses for Student Success, is committed to improving studentsuccess through targeted course assignments. LMU is focused on providing instructionalassignments to students in a clear and concise manner that is inclusive of all learners.Each qualifying course will have a minimum of two transparent assignments in which thePurpose, Tasks, and Criteria (PTC) will be explained. The Purpose will identify thelearning objectives including the skills and knowledge to be gained—both for the classRevised 8/19/2020Page 6 of 21

and beyond college. The Tasks will list the activities and steps that students will performto complete the assignment. The Criteria will detail the grading rubrics and pointstructure. An annotated example may be provided to model exemplary work.X.[EACHINSTRUCTOR MAY INSERT MISCELLANEOUS COURSE ELEMENTS HERE, ASDESIRED – NUMBERED IN SEQUENCE]: [OPTIONAL SECTION(S).]XI.IMPORTANT DATES IN THE ACADEMIC CALENDAR FALL 2020:EventClasses BeginLast Day to Add ClassesLabor Day (no classes)Last Day to Drop Course without “WD”Mid-TermsHomecoming (classes held as scheduled)Last Day to Drop Course without “F”Thanksgiving holiday (no classes)Last Day of ClassesFinal ExamsCommencement (10 a.m.)Date(s)August 17August 26September 7September 15October 5-9October 8-11October 23November 25-27December 4December 7- 11December 12LMU INFORMATION FOR ALL COURSES and PROGRAMSXII.UNIVERSITY SERVICES:ACADEMIC SUPPORT SERVICES: LMU offers a variety of Academic Support Servicesthat are available to students to assist them academically. Academic Support is located rvices/index.php for more informationregarding the Tagged Center for Academic Support, tutoring options, study skills sites,Student Support Services, and the Cornerstone ProgramCOUNSELING: LMU counselors are available to help current students with personal,career and academic concerns that affect academic success and quality of life. [email protected] and/or 423.869.6277 (800-325-0900 ext. 6277).XIII.UNIVERSITY POLICIES:UNDERGRADUATE ATTENDANCE: To maximize the learning experience at LincolnMemorial University, students are expected to attend all classes. It is the student’sresponsibility to complete all course requirements even if a class is missed. TheRevised 8/19/2020Page 7 of 21

University understands that certain absences are unavoidable and recognizes thefollowing as excused absences: Personal illness – health care provider validation typically required; chronicillnesses which may cause absences should be disclosed to the instructor (see coursesyllabus for specific guidelines) Death or critical illness in the family as defined in LMU Student Handbook (seeBereavement Policy) Jury duty Military duties Religious observances of a student’s faith Participation in a university-sponsored activity – with official notification fromUniversity personnelFaculty may require documentation for excused absences. Additional excused absencesare determined at the discretion of the faculty member. Faculty members must alloweach student who is absent due to a reason recognized as an “excused absence” theopportunity to make up work missed without any reduction in the student’s final coursegrade. The make-up work should be done in a timely manner which is determined at thediscretion of the faculty member as outlined in the course syllabus. Responsibility formaterials presented in, assignments made for, and tests/quizzes given in regularlyscheduled classes, lies solely with the student. In the case of foreseeable absences,students are responsible for notifying the faculty member in advance of the absence. Thedesired notification method is determined by the faculty member and is outlined in thecourse syllabus. Failure of the student to notify faculty of an excused absence may resultin the absence being considered unexcused, in which case the opportunity for make-upwork could be lost. Neither the absence, nor the notification of the absence, relieves thestudent from course requirements. Misrepresenting the reason for a class absence to afaculty member is a violation of the University’s academic integrity policy (which can befound in the LMU Undergraduate hp).The LMU Athletics Division will provide official notification of excused absencesdirectly to the instructor. It is also the student athlete’s responsibility to notify theinstructor of any absence PRIOR to the absence. For examinations (tests or quizzes)which conflict with excused athletic absences, the student athlete must notify theinstructor BEFORE the absence and reach an exact agreement on the time and date of themake-up exam/quiz. Major projects/papers/presentations affected by excused absencesmust also follow the make-up process as outlined above.Online Classes – In the instance of a foreseeable absence that could impact onlinelearning, students should make every effort to complete online assignments as regularlyscheduled. If a circumstance arises that prevents a student from having online accessduring the absence, the student must communicate with the faculty member regarding thereason for the absence, lack of online access, and possible make-up options.Approved at Academic Council October 18, 2018Revised 8/19/2020Page 8 of 21

UNOFFICIAL WITHDRAWALS: Any student who ceases attending classes before theend of the semester, or summer term, without completing the official withdrawal from theUniversity, automatically receives the grade “F” for such course(s), so noted on the student’sacademic transcript, and may be administratively withdrawn. Unofficial Withdrawals arereviewed after grades post for each term. Any student earning all F’s is considered anUnofficial Withdrawal. Financial Aid confirms attendance past the 60% point of the term anda timeline in which to provide that documentation. Adequate attendance documentation canbe an email statement directly from the instructors stating the student attended past the 60%date, hard copy print outs of online coursework submitted after the 60% date, or hard copytests submitted after the 60% point. If attendance is not confirmed, LMU will make an R2T4calculation, thru FAA Access, using the 50% point of the term as the withdrawal date.Adjustments are made and refunds returned to the appropriate program(s) with the DOE, atthe time of processing the Unofficial Withdrawal student record. Financial Aid then notifiesthe student of the adjustments made via the results of the R2T4 calculation, why thecalculation had to be made, and what financial responsibilities the student has.ADMINISTRATIVE WITHDRAWALS: Students who have not attended courses by theninth class meeting of the semester (or equivalent for summer terms) will be reported to theRegistrar’s Office, Financial Aid, and the Tagge Center and may be administrativelywithdrawn with a WD recorded on the transcript for each course. Students who ceaseattending classes prior to the end of the semester, mini-term, or summer term withoutcompleting the official withdrawal from the University may also be administrativelywithdrawn, with an F recorded on the transcript for each course. (See “UnofficialWithdrawal.”)FOR POLICY INFORMATION REGARDING VERIFICATIONPROTECTION PLEASE CLICK ON THE FOLLOWING LINKS:Verification of IdentityProtection of IdentityNo Additional ChargesOF IDENTITY AND IDENTITYSTUDENTS WITH DISABILITIES POLICY: LMU is committed to providing reasonableaccommodations to assist students with disabilities in reaching their academic potential.If you have a disability which may impact your performance, attendance, or grades inthis course, please contact Dr. Dan Graves, Director of Accessible Education Services,to discuss your specific needs.If your disability requires an accommodation, you must register with the Office ofAccessible Education Services. The Office of Accessible Education Services isresponsible for coordinating classroom accommodations and other services for studentswith disabilities. Please note that classroom accommodations cannot be provided priorto the course instructor’s receipt of an Accommodations Form, signed by you and theDirector of Accessible Education Services. To register with the Office of AccessibleEducation Services, please contact the Director of Accessible Education Services, Dr.Dan Graves at [email protected] and/or 423.869.6531 (800-325-0900 ext. 6531).Revised 8/19/2020Page 9 of 21

DISCRIMINATION AND ACADEMIC INTEGRITY POLICIES can be found in the studenthandbooks and catalogs published online as part of the LMU Website:Catalogs: : MENT, DISCRIMINATION, AND SEXUAL MISCONDUCT:Lincoln Memorial University prohibits discrimination on the basis of race, color,ethnicity, religion, sex, national origin, age, ancestry, disability, veteran status, sexualorientation, marital status, parental status, gender, gender identity, gender expression,and genetic information in all University programs and activities. Lincoln MemorialUniversity prohibits retaliation against any individual for 1) filing, or encouragingsomeone to file, a complaint of discrimination; 2) participating in an investigation ofdiscrimination; or 3) opposing discrimination. “Retaliation” includes any adverse actionor act of revenge against an individual for filing or encouraging someone to file acomplaint of discrimination, participating in an investigation of discrimination, oropposing discrimination.LMU is committed to providing an environment free of all forms of discrimination,including gender or sex based discrimination. All LMU employees are MandatoryReporters; this means that if you inform any LMU employee of a situation that mayinvolve sexual misconduct, including sexual harassment, sexual assault, stalking,domestic violence, dating violence, or any other form of prohibited gender or sex baseddiscrimination, the employee is required to report the information to the Title IXCoordinator. If you would like to speak with an individual who does not have thisobligation, confidential counseling is available to students free of charge through theLMU Office of Mental Health Counseling, Duke Hall 202. For more information,call(423) 869-6277, or schedule an appointment online at you have experienced discrimination and would like to make a report to theUniversity, contact: Jeana Horton, Title IX Coordinator/Institutional ComplianceOfficer, by email at [email protected], or by phone at (423) 869-6618. The Title IXCoordinator/ Institutional Compliance Officer’s office is located at D.A.R.- WhitfordHall, Room 210, and the Duncan School of Law, Room 249. The Harassment,Discrimination, and Sexual Misconduct Policies are located in the Student Handbook.Help and support is available. LMU offers support to help individuals navigate campuslife, access health and counseling services, and obtain academic and/or housingaccommodations.HAZING: Hazing is any reckless or intentional act, occurring on or off campus, thatproduces mental, emotional, or physical pain, discomfort, embarrassment, humiliation,or ridicule directed toward other students or groups (regardless of their willingness toparticipate), that is required or expected for affiliation or initiation. This includes anyactivity, whether it is presented as optional or required, that places individuals in aRevised 8/19/2020Page 10 of 21

position of servitude as a condition of affiliation or initiation.Hazing is strictly prohibited by the University and the State of Tennessee. Anyindividual or organization found in violation of this policy is subject to disciplinaryaction and/or criminal prosecution. Retaliation against any person who is involved orcooperates with an investigation of hazing is strictly prohibited. If you are aware of anincident of Hazing, you must report such incident to the Dean of Students.COURSE EVALUATIONS: In addition to meeting degree requirements specified in thegraduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.OUTCOMES ASSESSMENT TESTING: Degree requirements include participating in alloutcome’s assessment testing (e.g., general education assessment, major field tests, etc.)and activities when requested. Students may be required to complete one or morequestionnaires and to take one or more standardized tests to determine generaleducational achievement as a prerequisite to graduation (see appropriate catalog foradditional information).All Associate degree students, which includes: Associate of Science – Nursing; Associateof Science – Veterinary Health Science; and Associate of Science – Veterinary MedicalTechnology; Associate of Arts – General Studies; and Associate of Science – GeneralStudies, students must take the General Education Proficiency Profile examination.Required testing and other measures are used to determine the extent to which studentsachieve the learning outcomes of The Lincoln Liberal Arts Core Curriculum at both theAssociates and Baccalaureate levels. Students graduating from an Associate’s degreeprogram are tested in the semester of graduation. Students pursuing a baccalaureatedegree are tested when enrolled in LNCN 300. Students are strongly encouraged tobecome familiar with the tests which are used and to perform at their highest level oneach of these tests. Students achieving scores and ratings demonstrating achievementmore than one standard deviation above the LMU average shall receive a LMU GeneralEducation Outstanding Achievement Certificate.Students pursuing a baccalaureate degree must exceed a minimum score on both the ETSProficiency Profile exam and the ETS Essay Writing Exam or pay an additional fee of 20 per exam to repeat the necessary exam for which they fall below the achievementlevel set by the LMU General Education Committee. Results of the repeated test(s) willbe used by the LMU General Education Committee to determine if the student has met orexceeded the

Further details on this assignment, associated standards, and grading rubric appear in Appendix 1: Completion guides for Key Assignments at end of this syllabus. Completed assignment will address the CACREP Program Area Standards standards listed below: CACREP-2016.5.C.1.a: History and development of clinical mental health counseling