COU500 Southern New Hampshire Influence and Philosophy on Counseling Paper see attachment, page requirement 7-10 pages, APA format COU 500 Final Project Se

COU500 Southern New Hampshire Influence and Philosophy on Counseling Paper see attachment, page requirement 7-10 pages, APA format COU 500 Final Project Self-Reflection Guidelines and Rubric
Overview
Reflective thinking provides counselors in training with the opportunity to process and apply newly acquired or understood knowledge about themselves and
others. Thus, self-reflection and evaluation are critical components to becoming an effective practitioner. Understanding who you are personally and
professionally will impact your approach to training by fostering and cultivating development.
In this assessment, you will be tasked with exploring who you are and reflect on how this knowledge will inform your professional orientation as a counselor in
training. From a historical perspective, understanding the origins of counseling helps counselors in training ground who they will be as professionals,
discriminate their role from the roles of other helping professionals, and inform their training to become a counselor. With this framework established, you will
be able to explain how your interests align with the philosophy of counseling. Further, exploration of your areas of strength and growth, as well as your self-care,
will provide the foundation for your identity in the counseling profession and the knowledge to set personal and professional goals to facilitate your continued
development.
There are two parts to the final project: an ethical case study analysis and a self-reflection. The self-reflection represents an authentic demonstration of
competency because reflective thinking provides counselors in training with the opportunity to apply knowledge about themselves and others. The selfreflection will be submitted in Week Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
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Explain the historical influence and philosophy of the counseling profession as it relates to society
Interpret licensure and credentialing requirements as they relate to the professional counselor
Employ appropriate personal and professional self-evaluation strategies for promoting self-care in the counselor role
Determine ethical standards and legal considerations in professional counseling as they relate to client case conceptualization
Differentiate between various professional counseling organizations and their benefits for developing a personal identity as a professional counselor
Prompt
In this assessment, you will write a self-reflective essay addressing who you are as a counselor in training and where you intend to go professionally.
Specifically, the following critical elements must be addressed:
I.
Introduction: In this section, you will describe yourself as a professional counselor in training and how you fit into the evolution of the counseling
profession.
A. Explain your personal rationale for becoming a professional counselor. Why is this a professional fit for you?
B. Describe the history of counseling for how it influences who you are now, a counselor in training.
II.
Philosophy of Counseling: In this section, you will begin to develop your own philosophy of counseling by considering your own professional interests
and ethics.
A. Explain how your interests align with the field of professional counseling, as opposed to another social science discipline. Why are you a good
dispositional fit for the profession?
B. Explain how your emerging professional identity ethically aligns with the ethics of the American Counseling Association.
III.
Focus Area: In this section, you will describe specific factors associated with the specialty area of counseling that you’re interested in practicing within.
A. Explain the specific requirements for professional counseling licensure in the state that you intend to become licensed in.
B. Describe the specific requirements for professional counseling licensure in the specialty area that you intend to focus on. Consider the necessary
supervision, postgraduate hours, and so on.
C. Describe how your professional abilities are aligned with your intended licensing goal.
D. Describe a counseling organization that is specific to your intended specialty area.
E. Explain the professional benefits of membership in the organization that you have identified.
F. Describe specific ethical code factors that are considered when working in the specialty area that you intend to become licensed in.
IV.
Self-Evaluation: In this section, using your knowledge of what it means to be a professional counselor, identify personal strengths and areas for growth
that you will bring to the profession.
V.
Goals: In this section, develop two SMART goal statements that capture the expectations of a personal and a professional goal that should be achieved
as a result of your learning.
Submission
Final Submission: Self-Reflection
In Week Nine, you will submit your self-reflection. It should be a complete, polished artifact containing all of the critical elements of the final project. It should
reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Self-Reflection Rubric.
Final Project Self-Reflection Rubric
Guidelines for Submission: Your self-reflection should be 7 to 10 pages in length and should use double spacing, one-inch margins, and 12-point Times New
Roman font. Sources should be cited according to APA style.
Critical Elements
Introduction:
Rationale
Introduction: History
Philosophy of
Counseling: Interests
Philosophy of
Counseling: Ethics
Focus Area: State
Exemplary (100%)
Meets “Proficient” criteria, and
explanation makes cogent
connections between the field
of professional counseling and
personal goals
Meets “Proficient” criteria, and
description demonstrates a
sophisticated awareness of the
evolution of the counseling
profession and how that
influences practitioners
Meets “Proficient” criteria, and
explanation demonstrates a
nuanced understanding of
professional opportunities and
expectations within social
science disciplines
Meets “Proficient” criteria, and
explanation demonstrates a
sophisticated awareness of
personal ethical identity and
how it relates to the
expectations of the counseling
profession
Meets “Proficient” criteria, and
explanation demonstrates a
nuanced understanding of
state-specific licensing
requirements
Proficient (90%)
Explains personal rationale for
becoming a professional
counselor
Needs Improvement (70%)
Explains personal rationale for
becoming a professional
counselor, but explanation is
cursory or illogical
Not Evident (0%)
Does not explain personal
rationale for becoming a
professional counselor
Describes the history of
counseling for how it influences
the counselor in training
Describes the history of
counseling for how it influences
the counselor in training, but
description is illogical or
contains inaccuracies
Does not describe the history of
counseling for how it influences
the counselor in training
9.1
Explains how interests align
with the field of counseling, as
opposed to another social
science discipline
Explains how interests align
with the field of counseling, as
opposed to another social
science discipline, but
explanation is cursory or
illogical
Explains emerging professional
identity, but explanation is
illogical or contains
inaccuracies, or ethics are
misaligned with those of the
American Counseling
Association
Explains the specific
requirements for professional
counseling licensure in the
state the student intends to
become licensed in, but
explanation is incomplete or
contains inaccuracies
Does not explain how interests
align with the field of
counseling, as opposed to
another social science discipline
6.82
Does not explain how emerging
professional identity ethically
aligns with the ethics of the
American Counseling
Association
9.1
Explains how emerging
professional identity ethically
aligns with the ethics of the
American Counseling
Association
Explains the specific
requirements for professional
counseling licensure in the
state the student intends to
become licensed in
Does not explain the specific
requirements for professional
counseling licensure in the
state the student intends to
become licensed in
Value
9.1
6.82
Focus Area: Specialty
Meets “Proficient” criteria, and
description demonstrates a
nuanced understanding of
specialty area-specific licensing
requirements
Describes the specific
requirements for professional
counseling licensure in the
specialty area the student
intends to focus on
Focus Area: Abilities
Meets “Proficient” criteria, and
description demonstrates a
sophisticated self-awareness of
professional abilities and how
they will support intended
licensing goal
Meets “Proficient” criteria, and
description demonstrates a
nuanced understanding of the
organization’s focus
Describes how professional
abilities are aligned with
intended licensing goal
Meets “Proficient” criteria, and
explanation makes cogent
connections between
organization memberships and
professional benefits to the
counselor
Meets “Proficient” criteria, and
description demonstrates a
sophisticated awareness of
ethical considerations specific
to the specialty licensure area
Explains the professional
benefits of membership in the
organization identified
Meets “Proficient” criteria, and
identified traits demonstrate a
sophisticated awareness of the
counseling profession and how
the student will
Identifies personal strengths
and areas for growth that
student will bring to the
profession, using knowledge of
what it means to be a
professional counselor
Focus Area:
Organization
Focus Area:
Professional Benefits
Focus Area: Ethical
Code
Self-Evaluation
Describes a counseling
organization that is specific to
intended specialty area
Describes specific ethical code
factors that are considered
when working in the specialty
area the student intends to
become licensed in
Describes the specific
requirements for professional
counseling licensure in the
specialty area the student
intends to focus on, but
description is incomplete or
contains inaccuracies
Describes how professional
abilities are aligned with
intended licensing goal, but
description is illogical or lacks
cogent connections to the
licensing goal
Describes a counseling
organization that is specific to
intended specialty area, but
description is cursory or
contains inaccuracies
Explains the professional
benefits of membership in the
organization identified, but
description is cursory or
contains inaccuracies
Does not describe the specific
requirements for professional
counseling licensure in the
specialty area the student
intends to focus on
6.82
Does not describe how
professional abilities are
aligned with intended licensing
goal
6.82
Does not describe a counseling
organization that is specific to
the intended specialty area
9.1
Does not explain the
professional benefits of
membership in the organization
identified
9.1
Describes specific ethical code
factors that are considered
when working in the specialty
area the student intends to
become licensed in, but
description is illogical or lacks
cogent connections to the
specialty area
Identifies personal strengths
and areas for growth that
student will bring to the
profession, using knowledge of
what it means to be a
professional counselor, but
identified traits lack cogent
connections to the profession
Does not describe specific
ethical code factors that are
considered when working in
the specialty area the student
intends to become licensed in
5.46
Does not identify personal
strengths and areas for growth
that students will bring to the
profession
9.1
Goals
Meets “Proficient” criteria, and
goal statements demonstrate a
sophisticated awareness of
student’s expectations of
themselves in their program
Develops two SMART goal
statements that capture the
expectations of a personal and
a professional goal that should
be achieved as a result of
learning
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy to
read format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Develops two SMART goal
statements that capture the
expectations of a personal and
a professional goal that should
be achieved as a result of
learning, but goal statements
are unrelated to learning,
unrealistic, or not measurable
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Does not develop two SMART
goal statements
9.1
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
3.56
Total
100%

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