SYLLABUS FOR GRADUATE COURSES

A. COURSE INFORMATION

COURSE NUMBER TMP 267 (Theo 289) NO. OF UNITS 3.0

COURSE TITLE Pastoral Psychology & Counseling

PREREQUISITE/S None

ACADEMIC YEAR 2020-2021 SEMESTER 1

INSTRUCTOR/S Maria Cynthia J. GAVINO, PhD & QUARTER

Maria Cecilia G. ASCALON

VENUE ONLINE SECTION C SCHEDULE Tuesdays

5:30pm -8:30pm

B. COURSE DESCRIPTION

The course offers a basic understanding of psychological realities and an experience of

the basic helping skills for individual, humanistic counseling, as an aid to pastoral care
in the Philippine context.

The first part of the course deals with the theoretical underpinnings of human
development, normal and abnormal, and relevant cultural factors.

The second part of the course will tackle the principles of a humanistic-Christian
approach to individual pastoral counseling, focusing on basic helping skills. The course
ends with the meta-personal (societal) dimensions of pastoral care from a psycho-
spiritual viewpoint.
 C. PROGRAM LEARNING OUTCOMES

PROGRAM LEARNING OUTCOMES

PLO1:

PLO2:

PLO3:

PLO4:

PLO5:

etc

Alignment of the Course to the Program Learning Outcomes

PLO1 PLO2 PLO3 PLO4 PLO5 PL06 etc

CLO1

CLO2

CLO3

CLO4

etc

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 D. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Understand the psycho-spiritual framework of pastoral counseling for understanding

the self and in applying it for pastoral ministry, specifically in the helping/counseling ministry

CLO 2: Understand the psychodynamics of human growth and development through various
human development theories, intrapersonal and interpersonal relationships, normal and
abnormal behavior

CLO 3: Articulate and make meaning of personal experiences and values vis-à-vis theories
and concepts on human development and counseling

CLO 4: Understand and learn empathy, the principles of a humanistic, psycho-spiritual

counseling, focusing on basic helping skills and attitudes

CLO 5: Conduct online practice counseling sessions with classmates, practice counseling
skills of empathy and attitudes (congruence and unconditional positive regard) and apply
human development theories in understanding the counselee

CLO 6: Understand the impact of culture and context on the counseling practice and apply
meta-personal (societal) dimensions of pastoral care and ministry; and to appraise and relate
pastoral counseling in the context of the current crisis

CLO 7: Recognize special counseling issues of transference & countertransference and

increase awareness of counseling ethical practice

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 E. COURSE OUTLINE and LEARNING HOURS

COURSE OUTLINE

Module / Assigned C H
Week TOPICS / Activity Readings L o
O u
s r
s

Part 1 CRITICAL
KNOWLEGE

Syllabus,
Module 0 Requirements and
Week 1 Orientation;

Introduction to Helping Hill, C. (2014). Introduction to Helping

& Counseling Rolheiser, E. (1999). What is Spirituality?

MODUEL SPIRITUALITY & CLO 5

1 PASTORAL 1, 3, 5
COUNSELING

Module 1 Psycho-spiritual Estadt, B.K. et al. (2006). Theological

Week 2 Approach Foundations of Pastoral Counseling
Spirituality Browning, D.S. (1993). Introduction to
Human Nature Pastoral Counseling
Intra-inter- meta Corey, G. Integrating Spirituality in
personal Counseling Practice

MODULE 2 HUMAN NATURE & CLO 15

DEVELOPMENT 2, 3
Human Person:
Intra- Inter-personal
Module 2A
Week 3 Introduction to the Kelcourse, F. (2004). Theories of Human
Stages of Human Development
Development
Thomas, M. (2005). Erikson’s Variation on
Psychodynamic
Freud’s Theme. In Comparing Theories of
(Freud)
child development, 6th Ed.
Psychosocial (Erikson)
Thomas, M. (2005). Sigmund Freud’s
Psychoanalysis. In Comparing Theories of
Child development, 6th d.

Human Person:
Intra- Inter-personal
Module 2B
Week 4 Cognitive Theory McLeod, S. A. (2018). Abnormal
(Piaget) psychology
Behavioral Theory McLeod, S. A. (2019). Behavioral Therapy.
(Skinner) Whally, M. Unhealthy Thinking Styles:
Social Learning Cognitive Distortions in CBT
Theory- (Bandura)

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Module 2C Moral Development-
Week 5 (Kohlberg) Nouwen, H. (1969). From Faith to Magic
Spiritual Growth (Peck) Peck, S. (1995). Spirituality and Human
Stages of Faith Nature
(Fowler) Corey, G. (2017). Person-centered
Humanistic (Rogers) Therapy
Psycho spiritual Thomas, M. (2005). Conceptions of the
counseling Self: Humanistic and Otherwise.
CLO 5
THE SELF IN 2, 4, 6 hours
MODULE 3 CULTURE &
CONTEXT

Human Person:
Meta-Personal
Carter, B. & McGoldrick, M. (2011). Self in
Culture and Context Context In The Expanded Family Life
(Cecile, please include Cycle
pandemic issues in
McCarthy, John. (2005). Individualism and
your discussion on
collectivism: What do they have to do
context)
Module 3 with counseling?
Week 6

Spirituality & Human

Maturity
(integration) Conn, J.W. (1993). Spirituality and Human
(Synchronous Maturity
session)

MID TERM EXAM /

Week 7 Project

PART 2 PRACTICUM
CLO 15
MODULE 4 EMPATHY & 3- 2,3, 4, hours
STAGE MODEL IN 5
PASTORAL
COUNSELING

Module 4A (Synchronous) Feller, C. & Cottone R. (2003). The

Discussion of Triad Importance of Empathy in the therapeutic
Week 8 Activity) alliance.

Empathy Hill, C.E. (2014). An Overview of the

Helping Process
Introduction to the Brammer. (1992). Helping skills for
3-Stage Model Understanding

Primary Empathy Skills

(Practice dyad)
Advanced Empathy
Module 4B
Skills (Insight) Answer Exercise 34: The Distinction
Week 9
Action between Primary and Advanced Empathy
Exercises on ONLINE
counseling

5
 Synchronous
Session
Guest Professor on:
Psycho Spiritual
Discernment

Week 10 Integrating the 3-Stage Hill, C. (2014). Putting it All Together

Model of Helping
Practice counseling
cases
Role Play / Triad
Practice
CLO 15
APPLICATION OF 1, 3, 5 hours
MODULE 5 HELPING SKILLS
ONLINE TRIAD
PRACTICE
Triad Activity on Counseling:
Each member of the class will be assigned
to a triad, where the 3 students will take
turns on the role of a counselor, client and
observer to each other at a time.

For 3 weeks, the triads engage in weekly

“counseling sessions” which will be video
Module 5 Triad Counseling recorded. The recorded sessions will be
Weeks 11. Processing of Triad submitted to the teachers for processing,
12, 13 sessions 1, 2 & 3-with feedback & evaluation that will be done in
a CEFAM Counselor small groups by a CEFAM counselor /
facilitator. For each session, each student
will be required to submit a report &
reflection on the role the student played.
Details of the activity and the required
reports will be discussed in class.

Output: Reflection Paper; Observer’s Log;

COUNSELING CLO 5
MODULE 6 ISSUES, ETHICS & 4, 7 hours
SYNTHESIS
(Synchronous
Brammer, L. and Shostrom, E. (1968).
Session)
Special Relationship Problems

Plenary: Processing Corey, G. (2017). Ethical Issues in

Week 14 of the Triad Activities Counseling Practice
Bolton, Julie. Bolton, J. (2017)
Counseling Issues
Psychological Association of the
Ethics in Counseling
Philippines Code of Ethics.
Course Integration
American Association of Pastoral
Self-Care
Counselors (AAPC). Code of Ethics.
Week 15
Oral Final Exams

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F. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs

Tasks
Weight

Discussion and Quizzes 30 CLO1-4, 6

Reflection Papers 20 CLO1-6

Triad Practice Counseling Activity 20 CLO3-5

Midterm Paper or Exam 15 CLO 1,2,4,7

Final Exam or Project 15 CLO 1-7

Sp 89 TMP 267
Discussion & Quizzes 30 25
Reflection Papers 20 15
Triad Activity 20 15
Midterm Project or Exam 15 15
Final Exam 15 15
Term Paper / Project* 15
Total 100 100

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RUBRICS
1. Reflection paper (10 points)
Criteria Ratings Points
Exceeds Meets Standard Needs
Expectations Improvement
FORMAT 2 1 0 2 points
Able to conform
(N-A-M-E method- to required
labelled parts), standards for
2 pages – 1.5 space, letter presenting the
size paper, font Arial
paper as
-Clarity- written specified
communication -Apportion
-Apportioning of parts discussion length
of N-A-M-E parts according to
N-A-M-E

NARRATION 2 1 0 2 points
Able narrate
-relate a personal experience
story relevant to the relevant to topic
topic -cohesive discussed

ANALYSIS 2 1 0 2 points
Shows
-Understand and understanding
apply or connect and application of
current subject (theory theory /concept to
or concept) to the self and the
experience practice

MEANING 2 1 0 2 points
- Ability to generate Insightful and
insights from content - reflective and
Realizations & personally
meaning making meaningful
-Explain the impact or
influence on you as a
person now

ENACTMENT 2 1 0 2 points
Able to articulate
-Ability to forge a personal
course of action, response to the
change, conversion invitations raised
based on the analysis at the reflection
and meaning making level
10 points

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2. Discussion (general)

Criteria Ratings Points

Exceeds Meets Needs
Expectations Standard Improvement
Substantial
Quality of 2 1 0 2 points
Posting Response Insightful and No response
-level of reflects thoughtful Incorrect
contribution to reading or articulation of Not relevant
online discussion source reaction, query, Without
goes beyond response. connection
answering
Quality of reply 1 0 1 point
-Respectful Respectful Response not
-Relevant to Relevant relevant
postings Insightful Sign/s of
generates responses to disrespectful
learning post/s reply posts
Comprehension 2 1 0 2 points
of Discussion Demonstrates Demonstrates Lack or no
Points understanding understanding understanding
from the reading of material of the material/s of material/s
or source And builds on
material ideas of
others
5 points

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3. Triad Counseling Practicum

Criteria Ratings Points

Exceeds Meets Needs
Expectations Standard Improvement
Promptness 2 1 2 points
Video of
sessions
submitted on or
before the
deadline
Quality of 3 2 1 3 points
Recording Clear, audible
unedited video
recording of
counseling
sessions
Use of Basic 10 5 2-3 10 points
Listening Skills Ability to use a
-Empathy (verbal variety of
and non-verbal) primary level
-Primary & and advanced
Advanced level empathy
Empathy Skills and helping
skills
Participation 5 3 1 5 points
during Triad Active
Processing involvement in
-gives feedback all three roles
- asks questions as helper/
-openness to counselor,
feedback helpee/client
and as observer
Quality of 10 6 2-3 10
Reflection Completeness
Reports s &
-follows Content Quality
guidelines Observation
provided for the Narration of
report of each
experiences
role
Reflection,
Realizations
Action

30 points

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G. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS & ACTIVITIES CLOs

Instructor recorded PowerPoint lectures and demonstrations CLO 1,2,

Uploaded educational / instructional videos CLOs 1, 2, 3, 4

Assigned Readings to supplement lectures CLO 1-4, 6

Quizzes, midterm exam and projects CLO 4, 7

Discussion boards and small group discussions CLO 1-4, 7

Reflection papers on key topics - applying counseling concepts for self- CLO 2, 3, 4,
awareness and understanding

Triad Activity on the practice of basic listening skills and Processing of CLO 4, 5
counseling experience with reports and reflection papers

Case examples and analysis, SLEs CLO 2, 5, 6, 7

H. REQUIRED READINGS

American Association of Pastoral Counselors (AAPC). Code of Ethics. Retrieved

http://www.aapc.org/ethics.cfm

Bolton, Julie. Bolton, J. (2017) The ethical issues which must be addressed in Online
Counselling ACR Journal 11(1). Retrieved
https://www.semanticscholar.org/paper/The-Ethical-Issues-which-must-be-
addressed-in-Bolton/e08a12be5767ec571618eee55ea1bf41f15489dd#paper-header.

Brammer, L. and MacDonald, G. (2003). Helping skills for understanding. In The

helping relationship: Process and skills. Boston: Pearson Education, Inc.
Brammer, L. and Shostrom, E. (1968). Special Relationship Problems In Therapeutic
Psychology. Englewood Cliffs, New Jersey: Prentlce-Hall, Inc.
Browning, D.S. (1993). Introduction to pastoral counseling. In Wicks, R. & Capps, D.
(Eds.), Clinical handbook of pastoral counseling (Expanded Edition, pp5-13). New
York: Integration Books.
Conn, J.W. (1993). Spirituality and personal maturity. R.J. Wicks, R.D. Parsons, & D.
Capps, Eds. Clinical Handbook of Pastoral Counseling.
Corey, Gerald. (2017). Ethical issues in counseling practice. In Theory and Practice of
Counseling and Psychotherapy, 10th de. Boston, MA: Cengage Learning.
Corey, Gerald. Integrating Spirituality in Counseling Practice. Retrieved
https://www.counseling.org/docs/default-source/vistas/integrating-spirituality-in-
counseling-practice.pdf?sfvrsn=10

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Estadt, B.K., Blanchete, M.C. & Compton, J.R. Eds. (1991). Theological foundations of
pastoral counseling. In Pastoral Counseling , 2nd ed. New Jersey: Prentice Hall.
Feller, C. & Cottone R. (2003). The Importance of Empathy in the therapeutic alliance.
Journal of Humanistic Counseling, Education and Development.

Hill, C.E. (2014). Theoretical foundation of the three-stage model of helping. In Helping
Skills: Facilitating exploration, insight, and action, 4th ed. Washington DC:
American Psychological Association.

Hill, C.E. (2014). Introduction to helping. In Helping Skills: Facilitating exploration,

insight, and action, 4th ed. Washington DC: American Psychological Association.
Kelcourse, F. B. (2004). Theories of human development. In Human Development and
Faith: Life cycle stages of body, mind and soul. Missouri: Chalice Press.
McCarthy, John. (2005). Individualism and collectivism: What do they have to do with
counseling? Journal of Multicultural Counseling and Development, v 33, pp. 108-
117.
McLeod, S. A. (2019, Jan 03). Behavioral Therapy.
Retrieved https://www.simplypsychology.org/behavioral-therapy.html

McLeod, S. A. (2018). Abnormal psychology.

Retrieved www.simplypsychology.org/abnormal-psychology.html

McGoldrick, M., Carter, B. and Preto, N. (2011). Self in context. In The Expanded family
life cycle: Individual, family and social perspectives, 4th Ed. Boston, MA: Allyn and
Bacon.

Nouwen, H.J. (1969). From Faith to Magic. In Intimacy: Pastoral psychological

essays. Notre Dame, Indiana: Fides Publishers, Inc.
Peck, S. (1993). Spirituality and human nature. In Further along the road less traveled.
New York: Touchstone.
Psychological Association of the Philippines Code of Ethics. Retrieved
https://www.pap.org.ph/sites/default/files/upload/resolution11-2017.pdf
Rolheiser, R. (1999). What is spirituality? In The holy longings: In search for a Christian
spirituality. New York: Doubleday.
Sheppard, G. What is Counseling? A search for a definition Retrieved
https://www.ccpa-accp.ca/wp-content/uploads/2015/05/NOE.What-is-Counselling-A-
Search-for-a-Definition.pdf
Snodgrass, J.L. (2015). Pastoral counseling: A discipline of unity amid diversity. In E.
Maynard & J. Snodgrass (Eds.), Understanding pastoral counseling. New York, NY:
Springer Publishing Co.
Tanseco., R.M. (1995). A Psychospiritual approach to counseling. (Unpublished Work)
Thomas, M. (2005). Conceptions of the self: Humanistic and otherwise. In Comparing
theories of child development, 6th Ed. CA: Thomson Wadsworth.
Thomas, M. (2005). Erikson’s Variation on Freud’s Theme. In Comparing Theories of
child development, 6th Ed. CA: Thomson Wadsworth.

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Thomas, M. (2005). Sigmund Freud’s Psychoanalysis. In Comparing Theories of Child
development, 6th d. CA: Thomson Wadsworth.
Whalley, M. G. (2019). Unhelpful thinking styles: cognitive distortions inCBT. Psychology
Tools. Retrieved https://www.psychologytools.com/articles/unhelpful-thinking-styles-
cognitive-distortions-in-cbt/
H. SUGGESTED READINGS
Aten, Jamie. (2020). When Culture Meets COVID-19. What psychology can teach us
about culture, rules, and our corona virus response. Retrieved
https://www.psychologytoday.com/us/blog/hope- resilience/202004/when-culture-
meets-covid-19.

Blanchette, M.C. (1991). Professional and ethical Issues In pastoral counseling. In

Pastoral counseling, 2nd ed. New Jersey: Prentice Hall.
Cavanagh, M. & Levitov, J. (2002). The nature of counseling. In The counseling
experience: A theoretical and practical approach, 2nd Ed. Long Grove, Il: Waveland
Press, Inc.
Crain, William (2000). Theories of Development Concepts and Applications: New
Jersey, USA: Prentice Hall, Inc.
Fox, Matthew. (1999). Towards a meaning of compassion. In A Spirituality named
Compassion. New York: Harper.
Kabir, S. M. (2017). Introduction to Counseling In Essentials of Counseling.
Banglabazar, Dhaka-g: Abosar Prokashana Sangstha, p 22-24.
https://www.researchgate.net/publication/325844365_INTRODUCTION_TO_COUN
SELING

Kornfeld, M. (2006). A guide to facilitating Change in Cultivating Wholeness: A Guide

to Care and to Counseling in Communities. New York: Giniger Co. Inc.

Kuo, Ben. Interdependent and Relational Tendencies among Asian Clients. Retrieved
http-//cnnphilippines.com/lifestyle/2020/6/25/How-to-strengthen-empathy.html.webloc

Liora, Birnbaum & Birnbaum, Aiton & Mayseless, Ofra. (2008). The Role of Spirituality in
Mental Health Interventions: A Developmental Perspective. International Journal of
Transpersonal Studies. 27. 10.24972/ijts.2008.27.1.65. Retrieved
https://www.researchgate.net/publication/41547208_The_Role_of_Spirituality_in_Me
ntal_Health_Interventions_A_Developmental_Perspective

Mischel, W. (2007). Freud’s Psychodynamic Theory- An Introduction to Personality.

USA: Wiley and Sons.
Rogers, C. (1980). Empathic: An unappreciated way of being. In A way of being. New
York: Houghton Miffin Co.
Harvard University – Department of Psychology. Retrieved from
https://psychology.fas.harvard.edu/people/erik-erikson.
Schlaugh, C. (1990). Empathy as the essence of pastoral psychotherapy. Journal of
Pastoral Care Counseling, vol. 44 no. 1 pp 3-17.
Walsh, F. (2009). Religion, spirituality and the family: Multifaith perspectives. In
Spiritual resources in family therapy, 2nd Ed. NY: Guilford Press.

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 J. GRADING SYSTEM

Sp 89 TMP 267
Discussion & Quizzes 30 25
Reflection Papers 20 15
Midterm Project or Exam 15 15
Triad Activity 20 15
Final Project or Exam 15 15
Term Paper / Project* 15

*Students in the STB, STL, MA, Masters programs will be required a term paper or project
for the semester. A separate guide on this requirement will be provided.

Grading Scheme

Numerical Number grade Letter Mark Adjective/

LST range AdMU Description
1.0 93-100 A Excellent
1.5 85-92 A- Very Good
2.0 77-84 B+ Good/ Above Average
2.5 69-76 B Average
3.0 60-68 B- Passing
3.5 or 4.0 59 Below C Failure

The course is divided into critical knowledge and enrichment / growth activities.
1. Critical knowledge refers to the core concepts of the course, that is, the basic ideas
and principles of human development and pastoral counseling. It is critical because it
serves as a basis for other activities such as the enrichment activities and
applications.
2. Enrichment / Growth activities are designed to personalize the student's
knowledge of the 3-stage model of pastoral counseling theory and to apply the basic
helping skills through practicum in triads as counselor, client and observer. These
activities provide the student the opportunity to go beyond the critical information of
the course and to apply the principles and theories of counseling in an actual
counseling experience.

Critical information is conveyed through the recorded lectures, required readings,

videos, and assignments. Enrichment activities consist of Discussion Posts,
Reflection Papers, and Counseling practice.

Notes to the Grading System:

1. Discussion Participation Expectations

The Discussion Board is the online version of face-to-face class recitation. It plays an
important role as it provides a primary means of interaction, where the class takes
place. Because the course is primarily asynchronous, the online format requires you
to make your presence known via the discussions and assignments. It allows

14
students to have more time think about their responses, thus students tend to
participate more.

Discussion outputs are due 2 days after the start of a module date: Thursday 5PM,
unless otherwise specified.

Professors monitor attendance by students´ virtual presence. The discussion is

recorded allowing teachers to rate responses to questions and to others´ responses.

You are expected to be punctual for scheduled synchronous sessions (Google Meet
or Zoom), which will be announced at least one week before the date.

1a. Discussion Guidelines and Norms

● Prepare your response by thinking about it before posting. Avoid very long
answers. Share your thoughts and experiences as your own. Try not to
generalize or speak for others.
● Participate in the discussions, both by posting your answers and reading the
responses. and comments of others. You are allowed to reply to the post of
another person. Listen to the content of what others say. If you do not
understand someone´s view, ask them to explain, don not judge.
● Discussions should be grounded in Reason. When discussing ideas (not
expressing feelings), it is acceptable and desirable to communicate a
dissenting opinion, as long as the stance is supported by reason.
Disagreement shows the complexity of issues and helps us learn.
● Respect is non-negotiable whether discussing ideas or sharing feelings. One
may disagree as long as it is done in a reasonable and civil manner. When
feelings are shared, we can only listen, accept and support.
o Remember that is easy to misinterpret written communication, so
strive to really explain yourself and avoid making assumptions about
other people´s intentions.

2. Reflection Papers

Writing reflection papers is an important aspect of the CEFAM coursework especially

since one focus in this course is human functioning. Reflection papers enable you to
increase self-awareness as you look into your values, beliefs and biases. The
student will be asked to submit 5 Reflection papers. Guidelines in preparing
reflection papers using the N-A-M-E method will be discussed at the start of the
semester. Rubrics for assessment will be provided.

Reflection papers will be submitted online formatted as follows:

● 2 pages
● Spacing: 1.5 (not double space)
● Margins: Maximum of 1.0 margin on all sides
● Paper size: Letter size (8.5 x 11)
● Font: Arial

3. Midterm Paper and Final Exam

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 4. Triad Activity

The Triad Processing Exercise (or simply “Triads”) is the practicum part of our
course. Students deepen their learning and appreciation of basic counseling skills
through their experience of being a Helper, Sharer (client) and Observer of the
counseling process. Each member of the class is assigned to a triad. For 3 weeks,
the triads engage in weekly “counseling sessions” which are video-recorded. The
recorded sessions will be submitted to the teachers for processing and feedback to
be done in small groups by a facilitator. For each session, each student will be
required to submit a report & reflection on the role played. Details of the activity and
the required reports will be discussed in class.

K. CLASS POLICIES

1. Honor Code

All students are expected to abide the School Rules: LST and Ateneo de Manila
University student rules and guidelines will apply.(See LST Handbook)
http://www.lst.edu/files/LST_STUDENT_HANDBOOK2018_Final_15_08_2018fin
al.pdf
These expectations include the application of academic integrity and honesty in
your class participation and assignments. Violations of these policies include, but
are not limited to:

Academic Misconduct
● Plagiarism, including any representation of another’s work or ideas as
one’s own in academic and educational submissions.
● Cheating, including any actual or attempted use of resources not
authorized by the instructor(s) for academic submissions.
● Fabrication, including any falsification or creation of data, research or
resources to support academic submissions
2. Policy on late submissions:

Late submissions will be accepted at the discretion of the professor. If accepted,

late submissions will have deductions. All reflection papers are required for
submission.
● Failure to follow instructions (e.g., regarding required content/coverage,
number of pages, formatting) will result in deductions and will detract from
a full appreciation of your message. Please seek clarification if you don’t
understand the instructions.

3. Online Class Decorum/Netiquette:

● We maintain an attitude of empathy, congruence and unconditional positive

regard
● To professionally and appropriately interact with your instructor and
colleagues in an online supported course, it is imperative that you adhere to
the basic rules of online communication, also called Netiquette. Please visit
the following website if you are unfamiliar with how to appropriately conduct

16
 yourself in an online course: http://www.albion.com/netiquette/corerules.html
(Links to an external site.)

Some Guidelines:

a. Do not communicate in all caps (E.g., WHAT IS MY GRADE THUS

FAR THIS SEMESTER?), this is considered rude because it appears
as if you are shouting at the intended recipient of your communication.
b. Do not use inappropriate or offensive language when communicating
with anyone in this course.
c. Do not attack the thoughts, ideas, or opinions of others. You may
express disagreement/s but please communicate with respect.
d. Correct spelling, grammar, and punctuation are expected for all
communication in a post college level course. Do not correspond with
the instructor or your colleagues as if you are texting your friends.

L. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Maria Cynthia J Gavino, Mondays ------- 2:00-4:00 pm
PhD [email protected] Fridays----------- by appointment
5:30pm-8:30pm
Tuesdays (scheduled class
hours)
Maria Cecilia Gregorio Tuesdays & 10:00am to 12:00pm
Ascalon [email protected] Wednesdays or by appointment
5:30pm-8:30 pm
Tuesdays (scheduled class
hours)

● Feel free to e-mail us for urgent questions or personal concerns. We will do

our best to respond soonest possible. For non-urgent course related
concerns, send your questions in the “Course Concerns & Questions“
Discussion Board so everyone will benefit from the questions and
responses.

● Please check your LST e-mail account and CANVAS announcements for
course-related messages to avoid asking questions answered by these tools.

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M. ADDITIONAL NOTES

TECHNICAL REQUIREMENTS

It is the responsibility of the student to procure reliable, readily-accessible Internet

service in order to fulfill course expectations. It is the responsibility of the student to
identify an alternative Internet source in case of technical problems.

Canvas also has specific web browser requirements in order to function correctly.

You should have:

● Reliable access to a computer and the Internet
● The ability to attach a document to an email message
● Ability to download and install required plug-ins
● Supported Web Browser and operating system

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