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MHS 6020, Section 0603

Counseling in Community Settings
Fall, 2007
Cirecie A. West-Olatunji, Ph.D.
University of Florida
Department of Counselor Education
1204 Norman Hall
P. O. Box 117046
Gainesville, FL 32611-7046
(352) 392-0731, Ext. 235
[email protected]

Teaching Assistant:
Richmond Wynn
[email protected]

Wednesdays
Periods 3-5 (9:35a.m. – 12:35p.m.)
Room 1327B Norman Hall

Instructor’s Office Hours:

Wednesdays, 2-4pm.
(and by appt)
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I. Course Description
This course intends to cultivate a visionary perspective for mental health service delivery in the
21st Century involving multidisciplinary, multifaceted, multicultural aspects to counseling
assessment, delivery and evaluation.

II. Course Goals and Objectives

Goals

The overarching goals of this course are to:

--Introduce students to conventional as well as emergent professional settings for conducting

counseling
--Provide an overview of the myriad roles played by professional counselors in community
settings
--Facilitate students’ awareness of their interests, skills, and knowledge that enhance their ability
to perform as counselors in the field
--Increase students’ awareness of the sociopolitical and cultural aspects of communities
--Enhance students’ ability to advocate for themselves, the profession, and their clients
--Provide students with a fundamental knowledge of systems analysis to better understand the
systemic context of mental health delivery in community settings

Objectives

This course will explore perspectives that influence the roles that Marriage & Family, Mental
Health, and School counselors play in recognizing, stimulating, facilitating, and managing
personal, marital, familial, political, social, and structural change in community settings.

This course asks the questions:

• What impact do changing demographic data, economic trends, government

regulations, health care policies, political processes, public health concerns, religious
beliefs, social class conflict, and world events have on the selection, organization, and
delivery of mental health services?

• What principles & paradigms illuminate the operation of the persistence & novelty
(stability & change) dynamic and its contribution to institutional, political, social,
familial, and personal efficacy?

• How can these principles & paradigms be used to maximize mutual benefit in various
settings (e.g., agencies, communities, companies, families, hospitals, prisons, schools,
teams)?

• What constitutes leadership in mental health policy development and service delivery
and how can it be exercised for mutual gain?

• How can conflict (political, social, organization, interpersonal, and/or personal) be

used to generate creative solutions for mutual benefit?
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• What roles to I want to play in this ever-changing mental health service delivery
landscape?

III. Course Topics

The following topics will be covered during the course, approximately but not exactly in the
order listed below:

• Structure and operations of professional organizations pertaining to the practice of

community counseling.
• Ethical considerations related to the practice of community counseling.
• Definition and context of contemporary community counseling.
• socio-political context community counseling.
• Definition of terms.
• Role, functions, and professional identity of counselors in professional settings.
• Future trends in community counseling.
• Strategies for community needs assessment to design, implement and evaluate.
• Principles, theories, and practices for establishing and maintaining private practice.
• Management of mental health services and programs
• Role of cultural and ethnic heritage, nationality, socioeconomic status, age, gender,
religious and spiritual beliefs, occupation, physical and mental status, and equity
issues in community counseling

IV. Methods of Instruction

The methods of instruction for this course consist of any or all of the following: interactive
lectures, simulation exercises, investigative fieldwork, videotape demonstrations, guest speakers,
movie presentations, and small group discussions.

V. Course Assignments and Evaluations

ASSIGNMENTS POINTS

Attendance & Participation 25

“First-Five” Career Vision and Pathway 10
MH Providers Project 20
Action Research Project Introduction (written draft) 10
Action Research Project Methods Section (written draft) 10
Action Research Project Full Proposals (oral-10pts & written-20pts) 30
Reaction Paper 20
Weekly Learning Logs (5pts each) 25
TOTAL POINTS 150
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ATTENDANCE AND PARTICIPATION

Since the majority of the educational process will occur in class or be related to topics discussed
in class, attendance is expected. Attendance credit is not solely for being present, but for
participating in class and learning groups, preparing paper presentations for classroom
discussions and debate, and demonstrating the ability to explain and defend a point of view.

Specifically, acceptable attendance and participation involve the following:

1. Enthusiastic recitations in class (evidence of extensive reading).

2. Regular attendance - report to class on time.
3. Participation in the experiential learning activities.
4. Submit assignments on time.
5. A spirit of cooperation, collaboration and sharing is encouraged.

“FIRST-FIVE” CAREER VISION AND PATHWAY - DUE: 9/12 (written) 9/26 (orals begin)

Oral Presentation:
Students are to describe their vision for their careers:

• What are your thoughts about your long term (i.e., career) and short term (i.e., first
five years) goals?
• What specific experiences to you wish to gain to advance toward your goal/vision?
• What resources do you need to access?

Written Assignment:
• To be submitted electronically
• APA formatted
• minimum of 5 pages
• See Appendix B for suggestions

MENTAL HEALTH SERVICE PROVIDERS PROJECT – DUE 10/24

The purpose of this assignment is to develop an awareness of the services available in our
community for clients that you may be assisting in a counseling session and to create a referral
directory for your use.

Each student will be assigned a number of service providers from the attached list. You are to
create a POSTER for each provider that presents the provider’s name, address, e-mail, hours of
operation, types of services provided, types of clients served and any other information that may
be valuable to know as a client or a counselor. See Appendix C for an example.

Students are to provide oral presentations to class members on the due date. Additionally,
students are to hand deliver an electronic version (either in MS Word or Powerpoint format)
of their assignment via email or on a floppy or compact disk (CD) to the instructor by 8:00a.m.
on the due date.
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REACTION PAPER (DUE: 11/7

Students are to provide a reaction to the textbook: Pedagogy of the oppressed by Paulo Freire.
The reaction paper is to be approximately ten (10) pages in length – not including references --,
typed, double-spaced, using APA formatting. Students’ reaction papers should involve the
following:

• Discussion of the concept of liberation ideology as a form of client empowerment in

community counseling
• Application of the community-as-client approach as a form of collaborative
ethnography in mental health counseling
• Interpretation of reflective teaching philosophy to transform mental health counselors
into research-practitioners
• Discussion of the usefulness of Freire’s philosophy in the development of a
counseling needs assessment

This assignment is to be presented utilizing APA format guidelines. Students are encouraged to
limit their papers to approximately 10 pages in length (typewritten and double-spaced). (See
NOTE below).

ACTION RESEARCH PROJECT PROPOSAL

INTRODUCTION DUE: 11/14 METHODS DUE: 11/21 ORAL PRESENTATIONS BEGIN: 11/28

Students are to conduct a counseling needs assessment as an action research project proposal
using the “community-as-client” model1 of counseling needs assessment. The proposal will be
developed based upon their 5th mental health provider in the MH Providers Project
assignment (…the “new ‘community’ counseling entity based upon re-visioning concepts from
class readings and discussions…). This assignment involves the development of a research
proposal to include a review of the literature. A useful format for this assignment might be:

I. Statement of the Issue That is the Focus of the Investigation

II. Problem Statement
III. Review of the Literature (on this particular type of mental health issue or setting
using counseling journal articles as a foundation)
IV. Theoretical Framework

Be sure to include: a description of the type of qualitative research methods to be used (e.g.,
collaborative ethnography), how the data will be collected, and mention of any collaborative
partners in the process. You might also wish to include a timeline and/or a proposed budget, if
any costs are anticipated.

This assignment is to be presented utilizing APA format guidelines. Students are encouraged to
limit their papers to approximately 10 pages in length (typewritten and double-spaced).
Additional information regarding the action research project may be provided in class. (See
NOTE below).
(*) = tentative date

1
West-Olatunji, C., Watson, Z. (1999). Community-as-client mental health needs assessment:
Use of culture-centered theory & research. The Community Psychologist, 31. pp.36-38.
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NOTE:

Students must cite a minimum of seven (7) professional journal articles to substantiate
their points in the Action Research Project Proposal and the Reaction paper.
Abstracts obtained on the internet are not acceptable as research articles. It is
preferable that students read articles published in American Counseling Association
(ACA) journals in preparation for their papers. Students may use a limited number of
citations from related disciplines, if necessary. The ACA journals include the
following:

Journal of Counseling & Development

Counseling and Values
Counselor Education and Supervision
Elementary School Guidance & Counseling
Journal of Additions& Offender Counseling
Journal of College Student Development (published by ACPA, a former ACA division)
Journal of Humanistic Education and Development
Journal of Employment Counseling
Journal of Multicultural Counseling and Development
Journal for Specialists in Group Work
Measurement and Evaluation in Counseling and Development
Rehabilitation Counseling Bulletin

BI-WEEKLY LEARNING LOG (DUE: 9/5, 9/19, 10/3, 10/17, 10/31)

Students are to critically reflect on the class-related readings. Keeping a journal of significant
concepts, models, and approaches will assist in the reflective process. Bi-weekly Learning Logs
are due every other week beginning on September 5th. Students are to use the Bi-weekly Log
Form (below) for recording their reflections. Logs are to be submitted both in-class and
electronically via email.

In-class submissions are used for the lab portion of class in which students will discuss relevant
aspects of their reflections during whole group process sessions with the course T.A.

Electronic submissions of the journal entries are to be sent via email to the instructor by 8:00a.m.
on the due date. Assignments submitted after this date and time will be recorded as tardy and
will be graded accordingly.
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VI. Course Resources

The following textbooks are required, have been ordered for the course, and are available from
local bookstores:

Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum Publishing.

Kottler, J.A. (1997). Finding your way as a counselor. Alexandria, VA: American Counseling
Association.
Lewis, J.A., et.al. (2003). Community counseling: Empowerment strategies for a diverse society.
(3e.). Pacific Grove, CA: Brooks/Cole-Thomson.
MacCluskie, K. C., & Ingersoll, R. E. (2001). Becoming a 21st century agency counselor.
Stamford, CT: Wadsworth.
Stringer, E., & Dwyer, R. (2207). Action research in human services. Upper Saddle River, NJ:
Pearson Education, Inc.

VII. Course Policies

Grading

Due to the relatively high admissions standards to the university and to the Counselor Education
Department, students are expected to perform relatively high academically. Therefore, the grade
of “C+/C” is a reflection of minimum performance, the grade of “B” is a reflection of average
performance, and the grade of “A” is considered to reflect outstanding academic performance.
In general, a very few students receive the grade of “C+/C”, the majority earns the grade of
“B+/B” and a few students earn the grade of “A”. It is well known that the “A” grade is not easy
to achieve in this course. The student who earns the letter grade “A” stands above all others in
all categories.

Grade Assignments

A 141-150
A- 134 – 140 (below 141)
B+ 127 – 133 (below 134)
B 120 – 126 (below 127)
C+ 113 – 119 (below 120)
C below 113 pts

Accommodations for Students with Disabilities

If you have a disability or disabilities that require(s) some form of accommodations in order for
you to learn effectively, and in order to satisfy course requirements efficiently and effectively,
you must contact the instructor to discuss appropriate accommodations for you no later than the
beginning of the third class meeting. Please bring a copy of your letter from the Dean of Students
Office that verifies you disability(ies) for the instructor’s records. Having officially registered
for this course, you have agreed to comply with the University of Florida Honor Code:

I understand that the University of Florida expects its students to be honest in all their academic
work. I agree to adhere to this commitment to academic honest and understand that my failure to
comply with this commitment may result in disciplinary action to and including expulsion from
the University.
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When assistance is needed to complete course requirements, you are encouraged to meet with the
instructor for consultation. You should feel free to request as many of these meetings as you
deem necessary to complete course requirements effectively.

Office Hours
My office hours are Wednesdays from 2:00p.m. until 4:00 p.m. I can also be available at other
times by appointment.

Telephones Numbers
My office telephone number is (352) 392-0731, Ext. 235. If you are unable to reach me, leave a
message or contact the Administrative Office of the department by dialing (352) 392-0731. My
e-mail address is [email protected].
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VIII. Schedule of Assignments Counseling in Community Settings FALL 2007

DATE READINGS ASSIGNMENTS (*)

8/29 Counseling Identity & Community

Applications
MacCluskie & Ingersoll, Ch. 1 & 2
9/5 Lewis, et. al., Ch. 1 Log Due
Kottler, Ch. 1, 31, 32, 36
9/12 Lewis, et. al., Ch. 2 & 3 First Five Paper Due (written)
Kottler, Ch. 22-26
9/19 Lewis, et. al., Ch. 4 Log Due
Stringer & Dwyer, Ch. 1 & 9
9/26 Lewis, et. al., Ch. 5 First Five Paper Due (oral)
Stringer & Dwyer, Ch. 3
Handout: West-Olatunji & Watson
10/3 Lewis, et. al., Ch. 6 & 7 First Five Paper Due (oral)
Stringer & Dwyer, Ch. 4 Log Due
10/10 Lewis, et. al., Ch. 8 First Five Paper Due (oral)
Stringer & Dwyer, Ch. 5
10/17 Stringer & Dwyer, Ch. 6 &7 First Five Paper Due (oral)
Handout: Nelson & Allstetter Log Due
10/24 Freire, Ch. 1 & 4 MH Providers Project Due
Data collection prep
10/31 Freire, Ch. 2 & 3 Log Due
Freire, Forewords, Intro, Preface

11/7 Freire lecture & process Reaction Paper Due

11/14 Data Analysis & Coding Draft of Action Research
Introduction Due
11/21 COMMUNITY OUTREACH Draft of Action Research
Methods Section Due
[ELECTRONIC SUBMISSION]
11/28 MacCluskie & Ingersoll, Ch. 6 & 7 Action Research Oral Presentations
Kottler, Ch. 27, 28, 29, 37, 38, 39

12/5 Kottler, Ch. 12-17 Action Research Oral Presentations

FINALS WEEK

(*) = electronic copies due by 8:00a.m. on due date

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MHS 6020 (FALL, 2007): Counseling in Community Settings

Bi-weekly Learning Log
(Due every other week of class beginning September 5th)

NAME____________________________________________ DATE______________

MFT__ SCG___ MHS___

Critically reflect on the class-related reading you are doing: What ideas stand
out? How is your thinking about mental health service delivery and/or
counseling changing in light of these ideas?

What questions do you want us to address (and you will pursue) in class? (Use the back of
this paper as needed).
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MHS 6020 FALL 2007
STUDENT INFORMATION FORM

There may be a need for me to contact you during this academic term in regard to course and/or
related matters. Therefore, it would be helpful if you would provide me with the following
information.

(PLEASE PRINT)

Name: __________________________________________________________

Address: __________________________________

__________________________________

__________________________________

Home Phone: (_____)_____________________________

Work Phone: (_____)_____________________________

Other Phone: (_____)_____________________________

E-mail: ________________________________________

NOTE: This information will be used only by me (e.g., if it is necessary for me to contact you
during this semester), and this sheet will be discarded at the end of the semester UNLESS you would like
the information in your student file in the department updated. Please indicate whether the information in
your student file in the department can be updated using the information provided on this sheet.

_____ Yes, update my student file.

_____ No, do not use this information for other than the purposes of this course.
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Appendices
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APPENDIX A:
Applicable Professional Standards Addressed in
MHS 6020

This course is designed to meet the professional standards listed.

(Florida) Institutional Program Evaluation Program (IPEP) Accomplished Practices:

These standards do not apply (directly) to this course.

(Florida) Sunshine State Standards: These standards do not apply (directly) to this course.

Council for the Accreditation of Counseling and Related Educational Programs (CACREP)
(2001):
Subsection A Foundations of Marriage, Couple, and Family Counseling/Therapy Programs:
2. structure and operations of professional organizations pertaining to the practice of marital,
couple and family counseling;
3. ethical and legal considerations specifically related to the practice of marital, couple, and
family counseling/therapy (e.g., the ACA and IAMFC Code of Ethics);
4. implications of professional issues unique to marital, couple, and family counseling/therapy
including recognition, reimbursement, and right to practice;
5. the role of marital, couple, and family counselors/therapists in a variety
of practice settings and in relation to other helping professionals;
Subsection C Knowledge and Skill Requirements for Marriage, Couple, and Family
Counseling/Therapy Programs:
1. family systems theories and other relevant theories and their application in working with
couples and families, and other systems (e.g., legal, legislative, school and community
systems) and with individuals;
4. specific problems that impede family functioning, including issues related to
socioeconomic disadvantage, discrimination and bias, addictive behaviors, person abuse, and
interventions for their resolution
Subsection A Foundations for Mental Health Counseling
1. historical, philosophical, societal, cultural, economic, and political dimensions of and current
trends in mental health counseling;
2. roles, functions, and professional identity of mental health counselors;
3. structures and operations of professional organizations and public policy issues relevant to
the practice of mental health counseling;
4. implications of professional issues that are unique to mental health counseling, including
recognition, reimbursement, right to practice, core provider status, access to and practice
privileges within managed care systems;
5. ethical and legal considerations related to the practice of mental health
counseling (e.g., the ACA and AMHCA Code of Ethics)
Subsection B Contextual Dimensions for Mental Health Counseling
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1. assumptions and roles of mental health counseling within the context of the community and
its health and human services systems, including functions and relationships among
interdisciplinary treatment teams, and the historical, organizational, legal, and fiscal dimensions
of public and private mental health care systems;
2. strategies for community needs assessment to design, implement and evaluate mental health
care programs and systems;
3. principles, theories, and practices of community intervention, including programs and
facilities for inpatient, outpatient, partial treatment, and aftercare, and the human services
network in local communities; and
4. management of mental health services and programs, including administration, finance, and
budgeting, in the public and private sectors; principles and practices for establishing and
maintaining both independent and group private practice; and concepts and procedures for
determining outcomes, accountability and cost containment
Subsection C Knowledge and Skill Requirements for Mental Health Counseling

9. the application of concepts of mental health education, collaboration, outreach and

prevention strategies and community mental health advocacy;
10.effective strategies for influencing public policy and
government relations on local, state, and national levels to enhance funding and programs that
affect mental health services in general, and the practice of mental health counseling in particular

Portions of this course also fulfill in part the following CACREP Standards:
Subsection A Foundations of Marital, Couple, and Family Counseling/Therapy Programs:
6. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic
status, age, gender, religious and spiritual beliefs, occupation, physical and mental status, and
equity issues in marital, couple and family counseling/therapy;
Subsection B Contextual Dimensions of Marital, Couple and Family Counseling/Therapy
2. treatment issues related to working with diverse family systems (e.g., families in transition,
dual-career couples, and blended families). Subsection A Foundations of Mental Health
Counseling
7. role of racial, ethnic and cultural heritage, nationality, socioeconomic status, gender,
religious and spiritual beliefs, occupation and physical and mental status and equity issues in
mental health counseling.
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MHS 6020 APPENDIX B

MY "FIRST-FIVE" CAREER VISION

We will spend some time in this course looking at the "current reality" of the
counseling/psychotherapy/mental health service delivery market and how that reality is affecting
your opportunities for involvement in the design and delivery of mental health services. Begin
the semester by presenting your vision of the work you are looking to do in the next five years.
At semester's end (and at various points in your career) take time to reformulate your vision in
light of all you have learned. Be sure to articulate your ideal…the dream…to contextualize
the job you dream of having in five years.

In presenting your vision, consider two points in time, five years apart. Point A is the job
you take upon graduation and Point B is your “dream job.”

WRITE OUT YOUR ANSWERS to the FOLLOWING FIVE QUESTIONS and be

prepared to discuss your "dream" in class:

1. WHAT TYPE OF JOB DO YOU PLAN ON ENTERING WHEN YOU GRADUATE? (We'll
call this point A).

Try to find an available job description that is currently in the marketplace (if there is not
one already available, try creating one that is 1 pp in length, typed and double spaced).

Write as complete a JOB DESCRIPTION as you can of the JOB YOU WANT TO
ENTER WHEN YOU GRADUATE. Be as specific as possible in answering the
following questions: Where will you be? In what professional setting? With whom will
you be working? What is your job title? What will be your primary duties? In what
types of activities will you engage and for what purpose? Under what working
conditions? With clientele exhibiting what characteristics? And confronting what
types of problems? To whom are you accountable? Who will supervise you (i.e.,
specify supervisor qualifications)? What rewards will receive from your work? What
salary & benefit package do you expect? How many hours will you work? How will
you "market" yourself?

2. WHAT IS THE TYPE OF JOB YOU WANT TO HAVE FIVE YEARS FROM THE TIME
WHEN YOU GRADUATE FROM THIS TRAINING PROGRAM? (We'll call this Point B).

Try to find an available job description that is currently in the marketplace (if there is not
one already available, try creating one that is 1 pp in length, typed and double spaced).

You may have imagined a "DREAM JOB" and what you would like to do in your dream
job someday. Pretend that you wake up tomorrow morning and are in your dream job
FIVE YEARS AFTER GRADUATION. WRITE as complete a JOB DESCRIPTION as you
can of the job AS YOU WANT IT TO BE FIVE YEARS FROM THE DAY YOU
GRADUATE . Be as specific as possible in answering the following questions: Where
will you be? In what professional setting? With whom will you be working? What is your
job title? What will be your primary duties? In what types of activities will you engage and
for what purpose? Under what working conditions? With clientele exhibiting what
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characteristics? And confronting what types of problems? To whom are you

accountable? Who will supervise you (i.e., specify supervisor qualifications)? What
rewards will receive from your work? What salary & benefit package do you expect?
How many hours will you work? How will you "market" yourself?

3. WHAT STEPS DO YOU THINK YOU WILL NEED TO TAKE TO GET FROM POINT A (THE
JOB YOU GET WHEN YOU GRADUATE) TO POINT B (THE JOB YOU WANT AT YEAR 5)?
{i.e., how will you need to tailor your activities to get from point A to point B at year five
out from your graduation?)

How do you plan to tailor your activities to get from Point A to Point B? What
certification and licensure requirements do you plan to meet? What continuing
education experiences do you plan to pursue? What kinds of work experiences and
responsibilities will you seek within your job description? As a supplement to your job
description? What professional associations will you join? In what community,
governmental, political, professional, and/or service activities will you engage? What
specialty areas of professional expertise will you develop? How will you market
yourself? What priority order will you give these activities? We'll call this "the
JOURNEY".

4. WHAT BARRIERS MIGHT YOU CONFRONT IN MOVING FROM POINT A TO POINT B?

It is wise to anticipate whenever possible potential barriers so you can figure out in
advance how to work around them: What is out there that I need to know about and
prepare to work around?

5. WHAT RESOURCES DO YOU HAVE TO OVERCOME THESE BARRIERS?

How do you plan to access these resources? More specifically, how will you
collaborate with others who can help you (and whom you can help as well) to create
an effective passage to your "first-five"dream job. Remember the "quid pro quo" and
"interests over positions" principles in your negotiations. [For example, consider the
human resources in this class as allies in your desire to create a representation of
your dream job; what agreements can you reach with them that can help you to
accomplish the five year plan you have identified?]

You will RE-VISIT your presentation at semester's end and rework your plan in light
of the information we have considered about the "current reality" of the job market and your
vision of what is possible for you and for mental health service delivery in the next five
years.
________________________________________________________________
REMEMBER: it is very smart to always be thinking of two things at once:
competently performing what is asked of me here in my current job AND
plan-fully enhancing the professional competencies and knowledge resources I
need to get where I want to be next.
___________________________________________________________________
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MHS 6020 APPENDIX C

MENTAL HEALTH SERVICE PROVIDERS PROJECT

The purpose of this assignment is to develop an awareness of the services available in

our community for clients that you may be assisting in a counseling session and to
create a referral directory for your use.

Each student will choose four (4) service providers from the attached list plus identify
one (1) new “community” counseling entity based upon re-visioning concepts from class
readings and discussions. You are to create a POSTER for each of the five (5)
providers that presents the provider's name, address, e-mail, hours of operation, types
of services provided, types of clients served, and any other information that may be
valuable to know as a client or a counselor. Please keep it to one page. The next page
provides an example for each poster. For the electronic portion of this assignment,
Powerpoint presentations are to contain similar information but should maximize use of
the electronic venue. Specifically, students can make use of hyperlinks to web pages
on the internet, insert video and audio files, graphic images, etc.
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Acorn Clinic
23320 N. State Rd. 235
Brooker, FL 32622
Medical clinic: (352) 485-1133
Dental clinic: (352) 485-2772
E-mail: www.acornclinic.org

Hours of Operation: Monday, Wednesday & Thursday - 8:30 am to 5:00 pm

Tuesday - 2:30 pm to 8:30 pm

Mission: Acorn Clinic provides low cost medical and dental services to
residents of North Central Florida

Services:

General Medical: physicals; lab tests; care for chronic diseases; screenings for
sexually transmitted diseases, cancer and communicable diseases; treatment of minor
diseases, such as colds and flu; mental health, family and marriage counseling;
specialized programs for diabetes, asthma and lipid management Women's Health
Care: gynecological exams; breast exams and mammogram referral; family planning;
referral for pre-natal care; endometrial biopsies and well-women health issues;
menopause and related issues; nutritional counseling and weight management; STD
treatment and screening; Urinary tract infections Children's Health Care: child health
maintenance and immunizations; care and follow-up for acute and chronic illness;
referrals to Children's Medical Services for severe illness; special teen program; school
and camp physicals Dental Care: dental exams and cleanings for adults and children;
specialized pediatric dentistry; extractions, restorations, root canals, crowns; complete
and partial dentures; outreach and education to area residents through local churches
and schools

Clients Served: Clients may come from any county. [Note any restrictions (e.g.,
qualifications, like residency, that clients must meet to be eligible for services)].

Cost of Services: Services provided on a sliding fee basis. Most insurance, Medicare
and Medicaid are accepted. A social worker is available to assist clients with payment.

Agency Funding Sources:

XXXXXXXX
XXXXXXXX
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Service Providers - Alachua County

Acorn Clinic
23320 N. State Rd 235 Alachua County Crisis Ctr.
Brooker, FL 32622 218SE24St
(352)485-1133 Gainesville, FL 32641
www.acornclinic.org (352) 264-6789 Crisis
www.alachua-county.org
Alachua County Court Services
14 NE 1st St. Alachua County Sheriffs Office (Include
Gainesville, FL 32601 Jail Info)
(352) 338-7390 Hotline 2621 SE Hawthorne Rd
www.alachua-countv.org Gainesville, FL 32602
(352) 367-4000
Alachua County Recreation www.alachuasheriff.org
Program
1303 NE 23rd Ave Alachua County Healthy Kids
Gainesville, FL 32602 620 E University Ave
(352)371-6495 Gainesville, FL 32601
www.ncfymca.org/mcgurn.htm (352) 955-7669
www.healthykids.org
Alachua County Social Services
218 SE 24thSt Alachua County Library District
Gainesville, FL 32641 401 E University Avenue
(352) 264-6750 Gainesville, FL 32601
www.alachua-county.org (352) 334-3900
www.acld.lib.fl.us
Alachua County Supervisor Of Elections
12 SE 1stSt Alachua County Truancy
Gainesville, FL 32602 3436 NE 39th Avenue
(352) 374-5252 Gainesville, FL 32609
www.elections.alachua.fl.us (352) 955-7693

Alachua County Public Works Alachua Regional Juvenile Detention

5620 NW 120 Lane 3440 NE 39th Avenue
Gainesville, FL 32602-1188 Gainesville, FL 32609
(352) 374-5245
(352) 955-2105
www.publicworks.alachua.fl.us
Alachua County Victim Services
AI-Anon/Alateen
352)379-4701 218 SE 24th St.
www.al-anon-alateen.org Gainesville, FL 32641
(352) 264-6760
www.alachua-county.org
 20

Alachua/Branford Career Center

SW 4800 SW13th St
Gainesville, FL 32602 Alcoholics Anonymous
(352) 955-2245 NCF Intergroup Office
www.alachuaonestop.org 2632 NW 43rd St,
Suite A111
Alachua County Work Release Gainesville, FL 32606
3371 NE 39th Ave (352) 372-8091
Gainesville, FL 32609-2639 www.aa.org
(352)491-4570
Alachua Halfway House
Alachua Multi-County Migrant 3430 NE 39th Avenue
4601 SW 20th Terrace Gainesville, FL 32609
Gainesville, FL (352) 955-2160
(352)955-6855
www.sbac.edu Alligator Creek Stop
Camp Education Program
Alzheimer's Assoc –NC FIorida P. O. Box 689
1831 NW13thSt, Suite 4 Raiford, FL 32083-0689
Gainesville, FL 32609 (904)964-1581
(352) 372-6266
www.alz.org American Cancer Society
2119 SW 16th Street
American Civil Liberties Union Gainesville, FL 32608
NorthCentral Chapter Chair: (352) 376-6866
John Johnson www.cancer.org
[email protected]
(352) 505-1299 Area Agency on Aging
http://www.aclufl.org/take_action/cha MidFLCenter for Aging Resources
pters/north_central/index.cfm 5700 SW 34th St., Suite 203
Gainesville, FL 32608
Alachua County Veteran Services www.mfaaa.org
218 SE 24thSt
Gainesville, FL 32641 American Heart Assn.
(352) 264-6740 21OSW 75th Drive
www.alachua-county.org Gainesville, FL 32607
(352) 333-3244
Alachua/Bradford Career www.americanheart.org
Center-NE
1000NE 16th Ave, Bldg. J American Red Cross
Gainesville, FL 32601 1724NE2nd St.
Gainesville, FL 32609
(352)955-3135
(352) 376-4669
www.alachuaonestop.org
www.afn.org/~redcross
 21

(352) 955-2075
www.fcn.state.fl.us/dbs/

Big Brothers Big Sisters Catholic Charities Bureau

1155NW13thSt. 1717NE9thSt
Gainesville, FL 32601 Gainesville, FL 32609
(352) 375-2525 (352) 372-0294
www.bbbs-gville.org www.afn.org/~cathchar/

Boys and Girls Club Center for Couples & Families

2700NW51stSt 1031 NW 6th St, Suite C2
(352) 373-6639 Gainesville, FL 32601
1100 SE 17th Drive (352)376-1346
(352) 372-1485 www.afn.org/~ccfdngfl
331 SE 20th Avenue
(352) 337-8003 Center for Independent Living
720 NW 23rd Ave
Center for Autism Gainesville, FL 32609
U of F (352) 378-7474
P. O. Box 100234 www.cilncf.org
Gainesville, FL 32610-0234
(352) 846-2761 City College
www.card.ufl.edu 2400 SW 13th St.
Gainesville, FL 32608
Bread of the Mighty Food Bank (352) 335-4000
761 NW 5th St. www.citycollge.edu
Gainesville, FL 32627
(352) 336-0839 Child Care Resources
www.afn.org/~afn31208/proiect 1731 NW6thSt.
Gainesville, FL 32609
Assoc. for Retarded Citizens (352)334-1550
of Alachua County www.ccresources.org
3303 NW 83rd St
Gainesville, FL 32606 Child Support Enforcement
(352) 334-4060 5719 NW 13th Street
www.arcalachua.org Gainesville, FL 32652
(800) 622-5437
ATC Transport http://sun6.dms.state.fl.us/dor/
901 NW 8th Ave, Suite B1
Gainesville, FL 32061 Children's Medical Services
(352) 384-9774 1701 SW 16th Avenue, Bldg. B
www.atc-nec.com Gainesville, FL 32608
(352) 334-1400
Blind Services www9.myflorida.com/cms
417SW8thSt
Gainesville, FL 32601
 22

(352) 373-7667
www.cfcaa.org

Commission for Transportation - Compassionate Friends

Disadvantaged 2528 NW 65th Terrace
605 Suwannee St MS 49 (352)373-1129
Tallahassee, FL 32399-0450 www.compassionatefriends.org
(800) 983-2435
www.11.myflorida.com/ctd Department of Children & Families
Adoptions
Community Behavioral Services 1000NE 16thAve, Bldg. I
1212NE12thAve, Suite B Gainesville, FL 32602-0390
Gainesville, FL 32601-4195 (352) 955-5165
www.state.fl.us/cf
Consumer Credit Counseling
1227 NW 16th Avenue Department of Children & Families
Gainesville, FL 3609 Complaints
(352) 371-2227 1621 NE Waldo Rd, Bldg. 3
www.cccsmidflorida.com Gainesville, FL 32602-0390
(352)955-5017
Child Advocacy Center www.state.fi.us/cf
2720 NE 20th Way
Gainesville, FL 32602 Department of Children & Families
(352)376-9161 Developmental Services
1000 NE 16th Avenue,
Child Protection Team Gainesville, FL 32602-0390
US Dept of Pediatrics (352) 955-5099
1701 SW 16th Avenue
www.state.fl.us/cf
Gainesville, FL 32608
(352)334-1300
Department of Children & Families
Children's Home Society
Economic Self Sufficiency
605 NE 1st St., Suites C&H
1000 NE 16th Ave, Bldgs C&D
Gainesville, FL 32601 Gainesville, FL 32602
(352) 334-0955 www.state.fi.us/cf
www.chsfl.org
Department of Children & Families
Corner Drug Store Protective Services
1300NW6ffiSt 1000NE 16th Ave, Bldg. I
Gainesville, FL 32601 Gainesville, FL 32602
(352) 334-3800 (352)955-3189
www.cornerdrugstore.org www.state.fi.us/cf

Community Action Agency Easter Seals at Altrusa House

220 N. Main St., Suite C 2002 NW 36th Ave
Gainesville, FL 32602 Gainesville, FL 32605
 23

(352) 377-7708 www.medinfo.ufl.edu/~egual

www.fl.easter-seals.org

Eldercare of Alachua County Florida Abuse Hotline

4026 NW 22nd Dr 1317 Winewood Blvd.
Gainesville, FL 32605 Tallahassee, FL 32399-0700
(352) 265-9040 (800) 962-2873)
www.mfaaa.org/afhome/ecac/index.ht
ml Florida Dept of Juvenile Justice
14107Hwy441
Fearnside Family Services Center N. Bldg, Suite 200
3600 NE 15th St. Alachua, FL 32615
Gainesville, FL 32609 (386) 418-5236
(352)955-6875 www.djj.state.fl.us
www.sbac.edu/~famsvcs
Florida Dept of Veteran Affairs
Florida Dept of Elder Affairs Malcolm Randall VA Medical Ctr
CARES Planning & Service Area 1601 SW Archer Rd, Rm D-162
3801 NW40th Terrace, Suite A Gainesville, FL 32608
Gainesville, FL 32606-6183 (352) 374-6029
www.floridavets.org
(352) 955-6560
http://fcn.state.fl.us/doea
Florida Probation & Parole
110 SE 1st, 2nd Floor
Department of Children & Families
Gainesville, FL 32601
Foster Care (352) 955-2023
1000 NE 16th Ave, Bldg I www.dc.state.fl.us
Gainesville, FL 32602
www.state.fl.us/cf Florida Sheriffs Boys Ranch
P. 0. Box 2000
Diversified Human Services Boys Ranch, FL 32064
16 E. University Ave
(386) 842-5501
Gainesville, FL 32635
www.youthranches.org
(352)335-1880
www.dhs-suncoast.ws
Gainesville Community Ministry
238 SW 4thAve
Eastside Clinic Gainesville, FL 32601-6552
410 Waldo Rd (352)372-8162
Gainesville, FL 32609
(352) 265-7020 Gainesville Harvest
7257 NW 4th Blvd
Family Practice Medical Group Gainesville, FL 32607
U of Florida (352) 378-3663
625 SW 4th Avenue www.afn.org/~gharvest
Gainesville, Florida 32614
(352) 392-6771
 24

Gay Switchboard
Gainesville Recreation & Parks P. O. Box 12002
1024 NE 14th St., Bldg A Gainesville, FL 32604-0002
Gainesville, FL (352) 332-0700
(352) 334-5067
www.State.fl.us/gvl/index.New.html Girls Club of Alachua County
www.state.fl.us/gvl/index.new.html 2101 NW 39th Avenue
Gainesville, FL 32605-2303
Florida Palliative Home Care (352) 373-4475
4200 NW 90th Blvd www.girlsclubnet.org
Gainesville, FL 32606
(352) 379-6217 Goodwill Industries
www.flpalliativehomecare.org 3520 SW 34th Street
Gainesville, FL 32608
Fla. School for Blind and Deaf (352) 376-9041
207 N San Marco Blvd www.goodwilliax.org
St. Augustine, FL 32084
(904) 827-2220 Habitat for Humanity
www.scdb.k12.fl.us 2317 SW 13th St.
Gainesville, FL 32608
Foster Grandparent Program (352) 378-4663
218 SE 24thSt www.alachuahabitat.org
Gainesville, FL 32641
(352) 264-6731 Health Department
www.alachua-county.org 224 SW 24 ST RD
Gainesville, FL 32641
Gainesville Correctional (352) 334-7900
Institute www.co.alachua.fl.us/gov/dept/
2845 NE 39th Ave community_services/pub.html
Gainesville, FL 32609-0936
(352) 955-2001 Hospice of N. Central FL
www.dc.state.us 4200 NW 90th Blvd
Gainesville, FL 32606-3809
Gainesville Police Department (352)378-2121
721 NW 6th St www.hospicecares.org
Gainesville, FL 32602
(352) 334-2400 Housing Authority - Gainesville
www.gainesvillepd.org 1900 SE 4thSt
Gainesville, FL 32602
Gainesville Transportation (352) 334-4002
Svcs Regional Transit Authority - Bus www.hud.gove/fheo.html
306 NE 6th St
Gainesville, FL 32602
(352) 334-5074
 25

Interface Youth Shelter Junior League Thrift Shop

C/O Corner Drug Store Foundation
1300NW6thSt 430 Main St.
Gainesville, FL 32601 Gainesville, FL 32601
(352) 334-3833 (352)372-1710
www.cornerdrugstore.org www.gainesvillejrleague.org

Job Corps Loften High School

5301 NE 40th Terrace 3000 E. University Ave
Gainesville, Fl 32609 Gainesville, FL 32641
(352) 377-2555 (352) 955-6839
www.jobcorps.org www.sbac.edu/~loften

Healthy Families Alachua Meridian Behavioral Healthcare

15 SE 1st Avenue, Suite A 4300 SW13th St
Gainesville, FL 32601-6240 Gainesville, FL 32614-1750
(352) 392-449, ext. 242 (352) 374-5600
www.healthyfamiliesfla.org www.meridian-healthcare.org

Housing Authority – Alachua Cty Maternal and Infant Care

703 NE 1st St 15SE1 Ave, Suite A
Gainesville, FL 32601 Gainesville, FL 3601-6240
(352) 372-2549 (352) 392-2757
http://gnv.fdt.net/~acha
Neighborhood Housing Development
Immigration & Naturalization 633 NW 8th Ave
INS Jacksonville Sub Office Gainesville, FL 32601
4121 Southpoint Blvd (352)380-9119
Jacksonville, FL 32216 www.gnhdc.org
www.ins.usdoi.gov
Peaceful Paths
Interfaith Counseling Center P. 0. Box 5099
100 NW 1stSt Gainesville, FL 5099
Gainesville, FL 32601 (352) 377-8255
(352) 377-9333 www.peacefulpaths.org
www.holytrinitvgnv.org
Pleasant Place
Job Junction P. O. Box 5092
3520 SW 34th St. Gainesville, FL 32627
Gainesville, FL 32608 (352) 373-6993
(352)335-1311 www.afn.org/~ppine
www.goodwilliax.org
 26

Retired & Seniors Volunteer Program Res-Care

218 SE 24th St. 1110 BMW 8th Ave
Gainesville FL 32641 Gainesville, FL 32601
(352) 264-6732 (352)372-0130
www.alachua-county.org www.rescare.com

Lion's Sight & Hearing Salvation Army Thrift Shop

(352)377-0185 1121 N. MainSt
Gainesville, FL 32602
Medicaid Program Office (352) 373-7597
14101 NWHwy441, Suite 600 www.salvationarmy.org
Alachua, FL32615
(352)418-5350 Santa Fe Work Release Center
www.fdhc.state/f;/us County
2901 NE 39th Avenue
Metamorphosis Gainesville, FL 32609
4201 SW 21st Place (352) 955-2070
Gainesville, FL 32607
(352) 955-2450 Shands Homecare
3515 NW 98thSt
Narcotic Anonymous Gainesville, FL 32606
(352) 372-8008 (352) 265-9262
http://gnv.fdt.net/~ncoastna/ www.shands.org/find/service/
homecare.default, htm
North FL. Lions Eye Bank
1235 San Marco Blvd., Suite 304 Shands Psychology Clinic
Jacksonville, FL 32207 College of Health Professions
(800) 822-4483 P.O. Box 100165
www.giftofsight.net Gainesville, FL 32610
www.hp.ufl.edu/chp/elinic/index.html
Planned Parenthood
1240 NW 11th Ave, Suite B Southcare
Gainesville, FL 32601 14617 Main St.
(352) 377-0856 Alachua, FL 32616
www.ppnef.org (386) 462-5353
www.southcare.org
Public Defender - 8th Circuit
35 N Main St National Runaway Hotline
Gainesville, FL 32601-0600 (800)621-4000
(352)338-7370 www.nrscrisisline.org

Runaway Hotline Salvation Army

(800) RUN-AWAY (786-2929) 639 E. University Avenue
www.floridanetwork.org/1runaway.html Gainesville, FL 32602
(352)376-1743
www.salvationarmy.org
 27

Santa Fe Community College

3000 NW 83rd St Three Rivers Legal Services
Gainesville, FL 32606 214 W. University Ave, Suite A
(352) 395-5000 Gainesville, FL 32601
www.santafe.cc.fl.us (352)372-0519
www.trls.org
School Board of Alachua
620 E. University Avenue UF Counseling Center
Gainesville, FL 32601-5498 P301 Peabody Hall
(352) 955-7300 P.O. Box 114100
www.sbac.edu Gainesville, FL 32611-4100
(352)392-1575
Shands Healthcare www.counsel.ufl.edu
1600 SW Archer Rd, HSC
Gainesville, FL 32610 UF Hearing & Speech Clinic
(352)265-0111 U of Florida 435 Dauer Hall
www.shands.org Gainesville, FL 32611
(352) 392-2041
Social Security Administration www.csd.ufl.edu/clinic.html
161ONW 23rd Avenue
Gainesville, FL 32627-5189 UF Vocational Consultation Svc
(800) 772-1213 U. of Florida
www.ssa.gov P.O. Box 100175 HSC
Gainesville, FL 32610
Speech & Hearing Center - (352) 265-0745
Shands
College of Health Professions VA Nursing Home
P. O Box. 100174 Nursing Home Care Unit-118B
Gainesville, FL 32610-0174 1601 SW Archer Rd
(352) 392-8888 Gainesville, FL 32608-1197
www.hp.ufl.edu (352) 372-6053
www.va.gov
St. Francis House
413 S. Main St. Wage and Hour Division
Gainesville, FL 32604-0491 401 SE 1st Ave., Rm 220
(352) 378-9079 Gainesville, FL 32601-6805
www.stfrancishousefl.org (352) 376-0271
www.acld.lib.fl.us

Tacachale Community of Excellence US Dental Clinic

1621 NE Waldo Road (In Shands Hospital)
Gainesville, FL 32609-3918 College of Dentistry
(352) 955-5000 P.O. Box 100425
Gainesville, FL 32610-0425
Survivors of Incest Anonymous (352) 392-4261
(352) 472-4207 www.dental.ufl.edu/patients/index.html
 28

UF Student Health Care Center

Infirmary Bldg
P.O. Box 117500
Gainesville, FL 32611-7500
(352)392-1161
www.health.ufl.edu/shcc

United Gainesville Community

Development
505 NW 2nd Ave
Gainesville, FL 32602-2518
(352)334-0943
www.ugcdc.org

Vocational Rehabilitation
249 W University Ave., Suite A
Gainesville, FL 32601
(352) 955-3200
www2.myflorida.com/awi

Waldschmitt Charitable Legal

Clinic
4001 Newberry Rd Bldg C, Suite 1
(352) 373-1191

WIC Project
15SE1stAve, Suite A
Gainesville, FL 32601-6240
(352) 392-4493
www.wic.ufl.edu

Women's Resource Center

912 NW 13th St
Gainesville, FL 32601
(352) 377-4947
www.healthfem.org

United Way Information and Referral:

(352) 332-4636
 29

APPENDIX D

Selected Readings for the Course

Alschuler, A.S. (1986). Creating a world where it is easier to love: Counseling applications of
Paulo Freire's theory. Journal of Counseling & Development, 64(8), 492-496. Retrieved
November 1, 2005, from the Psychology and Behavioral Sciences Collection.
Amatea, E. & Sherrard, P. (1994). The ecosystemic view: A choice of lenses. Journal of
Mental Health Counseling, 16, 6-19.
Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 248-261).
Thousand Oaks, CA: Sage
Austin, S. & Prilleltensky, I. (2001). Diverse origins, common aims: The challenge of critical
psychology. Radical Psychology, 2. Retrieved October 16, 2005, from
http://www.radpsynet.org/journal/ vol2-2/austin-prilleltensky.html.
Ayvazian, A. (2004). Interrupting the cycle of oppression: The role of allies as agents of change.
In P. S Rothenberg (Ed.), Race, class, and gender in the United States (6th
ed., pp. 598 – 604). New York: Worth Publishers.
Bartlett, L. (2005). Dialogue, knowledge, and teacher-student relations: Freirean pedagogy in
theory and practice. Comparative Education Review, 49, 344-364.
Bemak, F., & Chung, R.C. (2005). Advocacy as a critical role for urban school counselors:
Working toward equity and social justice.
Journal of Professional School Counseling, 8, 196-202.
Bentley, L. 1999. A Brief Biography of Paulo Freire. http://www.ptoweb.org/about/freire.php
Breaux, D. (2003). Diversification: counselors' investment in humanity--a student's
opinion. Counseling and Values, 47, 156.
Burton, M. & Kagan, C., (2005). Liberation social psychology: Learning from
Latin America. Journal of Community and Applied Psychology, 15, 63.
Campbell, C., & Jovchelovitch, S. (2000). Health, community and development: Towards a
social psychology of participation. Journal of Community & Applied Social Psychology,
10, 255-270. Retrieved November 1, 2005, from the Psychology and Behavioral Sciences
Collection.
Chavkin, N.F. (2005). Strategies for preparing educators to enhance the involvement of diverse
families in their children’s education. Multicultural Education, 13, 16-20.
Chen, C.P. (1998). Ethnography and counseling: Comparative ways of meaning-making.
Guidance & Counseling, 13, 12-17.
Chen, M., Noosbond, J., & Bruce, M. (1998). Therapeutic document in group counseling: An
active change agent. Journal of Counseling & Development, 76, 404-412.
Chitnis, K. (2005). Recasting the Process of Participatory Communication through
Freirean Praxis: The case of the comprehensive rural health project in Jamkhed, India.
Conference Papers -- International Communication Association: 2005 Annual Meeting.
Retrieved March 19, 2006, from
http://search.epnet.com.lp.hscl.ufl.edu/login.aspx?direct=true&db=ufh&an
 30

Brookfield, S. (1995) Becoming a critically reflective teacher (1st Ed.), San Francisco, CA:
Jossey-Bass Inc.
Clark, C. (2002). Effective multicultural curriculum transformation across disciplines.
Multicultural Perspectives, 4, 37-46.
Cornesky, R. (1993). The quality professor: Implementing TQM in the classroom. Madison,
Wisconsin: Magda Publications, Inc.
Cowger, C. (1994). Assessing client strengths: Clinical assessment for client empowerment.
Social Work, 39, 262 – 268. Retrieved October 16, 2005, from Academic Search Premier
database.
Coyle, J. and Williams, B. (2001). Valuing people as individuals: Development of an instrument
through a survey of person-centeredness in secondary care. Journal of Advanced
Nursing, 36, 450-459.
Croteau, J. M., Talbot, D. M., Lance, T. S., & Evans, N. J. (Oct 2002). A qualitative study of the
interplay between privilege and oppression. Journal of Multicultural Counseling and
Development, 30, 239.
D’Andrea, M. (2000). Postmodernism, constructivism, and multiculturalism: Three forces
reshaping and expanding our thoughts about counseling. Journal of Mental Health
Counseling, 22, 1-16.
D’Andrea, M. (2005). Continuing the cultural liberation and transformation of counseling
psychology. The Counseling Psychologist, 33, 524-537.
Demmitt, A., & Oldenski, T. (1999). The diagnostic process from a Freirean perspective. Journal
of Humanistic Counseling, Education & Development, 37, 232-239.
De Souza, M. B. (2004). Lutheran preaching and the quest for humanization and planetary
justice: A perspective from Brazil. Dialog: A Journal of Theology, 43, 288-296.
Duckitt, J. (2004). Narcissism and ethnocentrism: A study. TheAbstracts of the 32nd Annual
Meeting of the Society for Australian Social Psychologists, 32, 33.
Elliott, J., Berman, H., & Kim, S. (2002). A critical ethnography of Korean Canadian women’s
menopause experience. Health Care for Women International, 23, 377 – 388. Retrieved
October 16, 2005, from Academic Search Premier database.
Enns, C. Z., Sinacore, A. L., Ancis, J. R., & Phillips, J. (2004). Toward integrating feminist and
multicultural pedagogies. Journal of Multicultural Counseling & Development, 32, 414-
427.
Exposito, S. & Favela, A. (2003). Reflective voices: Valuing immigrant students and teaching
with ideological clarity. The Urban Review, 35(1) 73-91.
Florence, N. (1998). Bell hooks’ engaged pedagogy: A transgressive education for critical
consciousness. Westbrook, CT: Bergin & Garvey.
Freeman, M. S., & Hayes, B. G. (2002). Clients changing counselors: An inspirational
journey. Counseling and Values, 47, 13.
Furger, R. (2004). The Power of partnerships. Euditopia, The George Lucas Education
Foundation. Retrieved March 15, 2006, www.glef.org.
Gale Group (2003). Consulting with parents of elementary school children. Journal of
Counseling & Human Development, 36(3), 1.
Glauser, A. & Bozarth, J. (2001). Person-centered counseling: The culture within. Journal of
Counseling and Development, 79(2), 142-148.
 31

Guterman, J. T (1994). A social constructionist position for mental health counseling. Journal of
Mental Health Counseling, 16, 226-244. Retrieved October 29, 2005 from EbscoHost
Database.
Halbrook, B. and Ginsberg, R. (1997). Ethnographic countertransference in qualitative
research: Implications for mental health counseling research. Journal of Mental Health
Counseling, 19(1), 87-94. Retrieved March 22, 2006, from Academic Search Premier
database.
Hanna, F. J., Talley, W. B., & Guindon, M. H. (2000). The power of perception: Toward a model
of cultural oppression and liberation. Journal of Counseling & Development, 78, 430-
441.
Hansen, J.T. (2005). The devaluation of inner subjective experiences by the counseling
profession: A plea to reclaim the essence of the profession. Journal of Counseling and
Development, 83, 406-415.
Haugen, Gary A. (1999). Good news about injustice: A witness for courage in a hurting world.
Downers Grove, Illinois: InterVarsity Press.
Hershenson, D. B. & Berger, G. P. (2001). The state of community counseling: A survey of
directors of CACREP-accredited programs. Journal of Counseling and Development, 79,
188.
Hockaday, S., Purkey, W. & Davis, K. (2001). Intentionality in helping relationships: The
influence of three forms of internal cognitions on behavior. Journal of Humanistic
Counseling, Education and Development, 40, 219-224.
Hocoy, D. (2005). Ethnography as metaphor in psychotherapy. American Journal of
Psychotherapy, 59, 101 – 118. Retrieved October 16, 2005, from Academic Search
Premier database.
Horvath, P. (1999). The organization of social action. Canadian Psychology, 40, 221 – 231.
Retrieved October 16, 2005, from PsychArticles database.
Hoyt, M. (2002). How I embody a narrative constructivist approach. Journal of Constructivist
Psychology, 15, 279-289.
Ivey, A. & Collins, N. (2003). Social justice: A long-term challenge for Counseling Psychology.
Counseling Psychologist, 31, 290-298. Retrieved October 29, 2005 from EbscoHost
Database.
Jarrett, R. L. (2005). Developing social capital through participation in organized youth
programs: Qualitative insights from three programs. Journal of Community Psychology,
33, 41-55.
Kerl, S. (2002). Johnson report: Using narrative approaches to teach multicultural
counseling. Journal of Multicultural Counseling & Development, 30, 135-143.
Kidd, S., & Kral, M. (2005). Practicing participatory action research. Journal of Counseling
Psychology, 52, 187 – 195. Retrieved October 16, 2005, from PsychArticles database.
Kiewa, J. (2002). Traditional Climbing: Metaphor of resistance or metanarrative of oppression?
Leisure Studies, 21, 145-161.
Kiselica, M. S., & Robinson, M. (2001). Bringing advocacy counseling to life: The history,
issues, and human dramas of social justice work in counseling. Journal of Counseling
and Development, 79, 387-397.
Kraft, R.G. (2002). Teaching excellence and the inner life of a faculty. Chapter in Intrator, S
(Ed). Stories of the Courage to Teach: Honoring the Teacher’s Heart (pp 202-217) San
Francisco, CA: Jossey Bass.
 32

Lassiter, L. (2004). Collaborative ethnography. Anthronotes: Museum of Natural History

Publication for Educators, 25, 1-9.
Lee, C. (1991). Empowerment in counseling: A multicultural perspective. Journal of
Counseling and Development, 69, 229-231.
Lewis, R. E. (2004). Let knowledge serve the city: A community-based school counseling
practicum. Journal of Humanistic Counseling, Education and Development, 43, 91-104.
Louis, Marks, & Kruse. (1996). Teachers’ professional community in restructuring schools.
American Education Research Journal, 33, 757-798.
McAuliffe, G., & Eriksen, K. (2000). Preparing counselors and therapists: Creating
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APPENDIX E
Action Research Proposal Format

Use a writing style similar to research articles you have read in professional journals.
References should be in APA style. Submit your paper typed, double-spaced. Be sure to
use an APA-style cover page. Your proposal is to be approximately 10 pages in length
(not including title or reference pages).

Literature Review

A. Statement of the problem and its significance

B. Relevant research and how it applies to your problem (guided by a theory)

C. Carefully worded research question or problem (include a purpose statement)

Methods

A. Participants

B. Procedures

C. Data analysis plans

D. Time schedule

References (a minimum of 7 articles from ACA journals)

Suggested Appendices
A. Ethics form
B. Questionnaires, observation checklists, etc.