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GEORGIA REGENTS UNIVERSITY College of Education Department of Educational Leadership, Counseling and Special Education

COUN 6660: Communication Skills in Counseling (3-0-3) CLASS MEETINGS: CLASS DATES: INSTRUCTOR:

Thursdays 4:30 – 8:30PM, CETC May 16 – July 11, 2013 Dr. Laura S. Wheat, LPC, NCC Office: University Hall 323 Phone: 706-729-2397 Email: [email protected] Office Hours: By appointment only

Teaching Intern:

Terri V. Jenkins, LPC, NCC Phone: 706-830-8042 Email: [email protected]

COURSE DESCRIPTION: A didactic and experiential study of the core dimensions of counseling practice that include verbal and non-verbal skills aimed at establishing an empathic relationship that facilitates the client’s exploration of developmental problems and assists the client’s transition to awareness and initiating steps toward cognitive/behavioral change. REQUIRED TEXTS: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2013). Intentional interviewing & counseling: Facilitating client development in a multicultural society (8th ed.). Belmont, CA: Brooks/Cole. Additional Required Reading: Fowler, J. C. (2012). Suicide risk assessment in clinical practice: Pragmatic guidelines for imperfect assessments. Psychotherapy, 49, 81-90. doi: 10.1037/a0026148 Goodyear, R. K. (1981). Termination as a loss experience for the counselor. The Personnel and Guidance Journal, 59(6), 347-350. doi: 10.1002/j.2164-4918.1981.tb00565.x Young, M. E. (2013). Outcome evaluation and termination skills. Learning the art of helping: Building blocks and techniques (5th ed.). Columbus, OH: Pearson. REQUIRED TECHNOLOGY/SUPPLIES: *Four (4) DVD-Rs OR One (1) Flash Drive *One (1) working lock/lockable container COUN 6660

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*Optional: Audiotape(s) for backup of recorded sessions (strongly recommended) LIVETEXT: All students who will declare education as a major, will be seeking certification, endorsement, and/or admission to degree programs in the College of Education are required to purchase LiveText software through the Jaguar bookstore. LiveText is an electronic, web-based data management service that allows students and faculty to create, store, and publish documents online using a word-processing format. All students will upload assignments, their portfolio, and other required documents into LiveText. LiveText works better with the Mozilla Firefox browser rather than Internet Explorer. Students may Google Mozilla Firefox and download it to their computers. *Course syllabus and all required course documents are posted on Desire2Learn. COURSE OBJECTIVES: This purpose of this course is to prepare students in the School Counseling (SC) and Clinical Mental Health Counseling (CMHC) Program to learn foundational attitudes, behaviors, and knowledge of the essential communication skills in counseling. As a result of successful completion of this course students will develop and deepen their ability to: 1. 2.

3. 4. 5. 6. 7. 8.

Demonstrate knowledge of the counseling process (CACREP II.G.5.c.; CACREP SC C.1.; CACREP CMHC D.5.). Demonstrate the effective and intentional use of basic counseling skills essential to the building and maintenance of the helping relationship (CACREP II.G.5.b., c.; CACREP SC D.1.; CACREP CMHC D.5.). Develop an awareness of self and how this awareness affects the counseling process and enhances one’s natural style (CACREP II.G.5.b.; CACREP SC D.1.). Identify counseling strengths as well as skill areas that need improvement (CACREP II.G.5.b., c.; CACREP SC D.1.). Demonstrate the ability to provide and receive constructive feedback regarding counseling skills (CACREP II.G.1.e.). Demonstrate the ability to effectively utilize constructive feedback (CACREP II.G.5.b., c.). Understand how cultural factors impact the counseling process (CACREP II.G.2.e.). Demonstrate a beginning awareness of personal, professional, and ethical issues related to the helping relationship (CACREP II.G.1.j., 5.b., c., d.).

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Georgia

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Regents University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners. This mission and vision requires a partnership between the professional education unit including the College of Education, the Pamplin College of Arts, Humanities, and Social Sciences, the College of Science and Mathematics, the local community educational system, community agencies, and the Professional Development School Network. Conceptual Framework: Mission Our mission is to educate prospective school professionals to be knowledgeable, effective, and ethical practitioners. Conceptual Framework: Vision Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens. Standard: Prepared Disposition: To think critically about the process of teaching, learning and assessment. Competencies: Candidates who are prepared will: P1 - demonstrate strong content and pedagogical preparation in their respective subject area or professional field. P2 - use self assessment and analysis as a basis for collaboration with colleagues, continuing professional development and lifelong learning. P3- possess an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) or professional field of study and create learning experiences that enable all students to learn. P5- demonstrate knowledge about how to use information and technology effectively to foster active inquiry, collaboration, and supportive interaction in educational settings. Standard: Able Dispositions: To be creative, challenging, and flexible in teaching/professional practices. Competencies: Candidates who are able will: A2- create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners. A4- understand and use authentic assessment to evaluate and ensure the continuous development of the learner. A5- organize, allocate, and manage resources to support learning.

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Standard: Responsive Disposition: To act in a manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers, and others. Competencies: Candidates who are responsive will: R1- respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so. R2- translate knowledge into creating and supporting meaningful experiences for diverse learners. R3-accept responsibility for teaching and working in authentic settings with diverse populations of learners. R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner. R5- reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community). PROGRAM-SPECIFIC STANDARDS ADDRESSED IN THIS COURSE: I. Through course assignments and field experiences associated with this course, and within a framework of sensitivity to diversity, students will demonstrate knowledge, skills, and dispositions associated with the following CACREP Section II (2009) core principles: 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide an understanding of all of the following aspects of professional functioning: e. counseling supervision models, practices, and processes (Course Objective 5); and j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling (Course Objective 8). 2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body (Course Objective 7). 5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a multicultural society, including all of the following: b. counselor characteristics and behaviors that influence helping processes (Course Objectives 2-4, 6, 8); c. essential interviewing and counseling skills (Course Objectives 1-2, 4, 6, 8); and d. counseling theories that provide the student with models to conceptualize

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client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling (Course Objective 8). II. Students will also demonstrate understanding and application of the following CACREP Section III specialty area (SC and CMHC) objectives: Standards for School Counseling Programs C. Counseling, Prevention, & Intervention: Knowledge Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students (CACREP SC C.1.; Course Objective 1). Knows strategies for helping students identify strengths and cope with environmental and developmental problems (CACREP SC C.3.). D. Counseling, Prevention, & Intervention: Skills & Practices Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms (CACREP SC D.1.; Course Objectives 2-4). Demonstrates the ability to use procedures for assessing and managing suicide risk (CACREP SC D.4.). Standards for Clinical Mental Health Counseling Programs D. Counseling, Prevention, & Intervention: Skills & Practices Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling (CACREP CMHC D.5.; Course Objectives 1-2). Demonstrates the ability to use procedures for assessing and managing suicide risk (CACREP CMHC D.6.). III. Finally, School Counseling students will demonstrate competencies related to the following standards of the Board of Regents Principles & Actions for the Preparation of Educators for the Schools: IIA(9). Demonstrate mastery and application of the content knowledge in each of the following eight core areas of counseling recommended by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP): (1) Professional Identity and Orientation; (2) Social and Cultural Diversity; (3) Human Growth and Development; (4) Career Development; (5) Helping Relationships; (6) Group Work; (7) Assessment and Evaluation; and (8) Research and Program Evaluation (Course Objectives 1-8).

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METHODS OF INSTRUCTION: This course is designed to be both didactic and experiential. It will consist of lecture, group discussion, individual activities, role plays, supervision with Ed.S. students, and live and videotaped demonstrations of communication skills. Therefore, it is essential for students to prepare for each class by reading the assigned material. Students are expected to be willing to state personal views and exchange ideas. Due to the interactive nature of this course and some of the delicate or potentially controversial topics that will be discussed, it is imperative to demonstrate respect and understanding for all. COURSE SCHEDULE: Class Readings Due Date May 16 None!  Week 1

May 23 Week 2

Ivey, Ivey, & Zalaquett (I I & Z) Ch. 1-3

May 30 I I & Z Ch. 4-5 Week 3 June 6 Week 4

I I & Z Ch. 6 & 8

June 13 Week 5 June 20 Week 6 COUN 6660

I I & Z Ch. 7 & 10

I I & Z Ch. 11 Fowler

Topics  Introduction to Course & Overview  Building Relationships  Giving & Receiving Feedback  What Is Counseling?  Sign up for Chapter Presentations  Confidentiality, Informed Consent, & Ethics  The Therapeutic Relationship  Attending Behavior  In Class Practice: Attending  In Class Taping: Peer Client Session 1 (20 minutes)  Opening Communication  Observation Skills  Cultural Considerations  In Class Taping: Peer Client Session 2 (30 minutes)  Active Listening Skills: Encouraging, Paraphrasing, & Summarizing  The Five Stage Counseling Session  Reflecting Skills: Reflections of Feeling  Challenging Skills  In Class Taping: Peer Client Session 3 (40 minutes)  Reflecting Skills: Reflections of Meaning  Suicide Assessment  In Class Taping: Peer Client Session 4 (50 minutes) Summer 2013

Assignments Due

Chapter 2 Presentation

Chapter 5 Presentation Observation Assignment Chapter Presentations: 6, 8 Quiz #1 posted

Communication Skills Development Paper

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June 27 Week 7 July 4

Quiz #2 posted I I & Z Ch. 9, 1214

Week 8 July 11

 Focusing the Interview  Influencing Skills  Skill Integration

Chapter Presentations: 9, 12, 13, 14

Independence Day – NO CLASS

Goodyear

 Termination  Wrap-Up/Course Evaluations

Final Project Week Young 9 *Note: This syllabus reflects expectations for the course; however, it may be necessary to make changes in the syllabus and schedule after the course begins. In such cases, students will be notified accordingly. PERFORMANCE ASSESSMENTS: Assignments: Communication Skills Development Paper Quiz #1 Quiz #2 Chapter Presentations Observation Assignment Final Project Engagement/Participation Total Possible Points

150 points 100 points 100 points 200 points 100 points 250 points 100 points 1000 points

Assignment Descriptions: Chapter Presentations (CACREP II.G.5.c.; CACREP SC C.1.; CACREP CMHC D.5.; BOR IIA[9]) DUE: Variable (check calendar for specific due dates) Total Possible Points: 200 For this assignment, you are required to do a presentation for 30 minutes on a chapter in your text. Please develop three learning objectives for the presentation which you will email to the instructor by the due date. During your presentation, please apply two or more strategies (small group discussion, reflective questions, PowerPoint slides, etc.) to increase your classmates’ comprehension and mastery of material and accommodation of different learning styles. In addition, you are responsible for facilitating at least one role play as a demonstration of your topic. Following your presentation, your classmates will provide feedback regarding your presentation, including strengths and challenges as well as suggestions for alternate ways of

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presenting the material. The assignment will be evaluated according to the Oral Presentation Rubric (available on Desire2Learn). Points will be allocated as follows: Instructor Evaluation of Presentation: 150 points Average of Classmate Feedback: 50 points Observation Assignment (CACREP II.G.5.b., c.; CACREP SC D.1.; CACREP CMHC D.5.; BOR IIA[9]) DUE: May 30, 2013 Total Possible Points: 100 The purpose of this assignment is to observe and reflect on verbal and nonverbal behaviors exhibited by the counselor and by the client in a counseling session. For this assignment, you will watch your tape of Peer Session #1 and complete a three page paper answering the following prompts:  What can you learn about your client from her/his verbal and nonverbal behaviors?  What cultural differences between you and your client might be apparent based on these behaviors? (“Culture” can refer to ethnic background, first language, sex, gender, spiritual identity, sexual orientation, marital status, etc.) Provide examples of discrepancies, possible miscommunication, or conflict if present.  What did you do well in this session? What would you do differently if you could repeat the session?  How can counselor self-awareness benefit the therapeutic relationship?  Please include in your paper the specific orientation of client observation you are using from Chapter 4 in your text. Papers must be in APA Style (6th edition). They will be evaluated for writing quality, evidence of completion of each prompt, and depth of self-reflection according to the Writing Rubric (available on D2L). Quiz #1 & #2 (CACREP II.G.1.j.; II.G.2.e.; II.G.5.b., c., d.; CACREP SC C.1., 3.; BOR IIA[9]) DUE: See Course Schedule Total Possible Points: 200 During this course you will have two quizzes. Each quiz will contain multiple choice, true/false, matching, or fill in the blank questions, and will be worth 100 points. Quizzes are NOT cumulative, and will cover the readings/lectures up to and including any assigned material for the date on which the quiz is posted. Therefore, the readings included on each quiz are as follows:  Quiz #1: Chapters 1-6, 8, 10 in text  Quiz #2: Chapters 7, 9-14 in text; Fowler Quizzes will be posted through the “Quizzes” module on D2L. They are open book/open notes and you will have 24 hours from the time the quiz is posted to complete the quiz. Please be aware that you are responsible for doing your own work on quizzes. Consultation in any way with classmates or on the internet is forbidden and may be grounds for dismissal from the program.

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Communication Skills Development Paper (CACREP II.G.2.e; II.G.5.b; CACREP SC D.1.) DUE: June 13, 2013 Total Possible Points: 150 You, no doubt, already possess some qualities, skills, and strengths that contribute to your natural style of helping. These attributes along with other skills (which you will begin to learn in this course) will help you to become a competent and culturally responsive helper. Your development of communication skills will be enhanced if you are able to take a look at yourself, acknowledge your strengths and personal challenges, and build on your natural style. To begin this process, you are asked to write a paper that examines both what you bring to counseling and how you might benefit from peer/instructor feedback. In your paper, please address the following: a. Your motivation for entering a helping profession b. Life experiences that have contributed to what you bring to the helping relationship c. How do you see your role as a change agent? How will you know you are being effective? d. How do you think your cultural background (e.g., where you grew up, your sex, gender, race/ethnicity, sexual orientation, SES, religious preference, family makeup and values, etc.) influences the way you use counseling skills with people? e. Strengths as well as areas for further growth so far in this course f. Goals for this course (e.g., When the course is over, how will you have progressed in your training? What will you have accomplished? What will you be doing/thinking/feeling differently?) This paper is a self-reflection. It should be approximately 5-7 pages (typed and double spaced). You do not need any citations, although if you choose to include them, please follow APA style (6th edition). You must address all required elements in order to receive full credit. Final Project (CACREP II.G.2.e.; II.G.5.b., c., d.; CACREP SC D.1.; CACREP CMHC D.5.; BOR IIA[9]) DUE: July 11, 2013 Total Possible Points: 250 The final project is an opportunity for you to reflect on your counseling experience this semester and summarize your acquisition of the communication skills in counseling as well as your development as a counselor. More specifically, this exercise requires you to demonstrate your knowledge of specific skills, provide evidence of your growth as a counselor, and share observations and insights that relate to your development. Directions You are to respond to the questions below. Some of the questions will ask for specific examples from your videotapes. These questions will also have an asterisk (*) beside them as a reminder to include examples. You may need to provide an actual exchange between you and your client as “evidence” or you may be able to sufficiently address the question by describing what you’ve done. Other questions will require you to provide your observations, thoughts, insights, or opinions. When lifting examples from videotapes, be sure to indicate which client session this comes from. For example, if you’re using the 3rd session, you would refer to it as: Session #3.

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Information from your Observation Assignment and session evaluation forms may also be helpful. Your response to each of the following questions will vary in length based on the demands of the question, the evidence you provide, and your accompanying comments. Some responses will be brief, a sentence or two, while others will be much longer. Your total write-up should be typed and double-spaced and formatted with attention to APA style. Comments made by you or the client can be single-spaced. This is not intended to be a 20-page paper. Simply address the required elements in enough depth to adequately answer the questions. Most people can do this in 4 – 7 pages. Questions 1. With which skill (be specific) did you experience the most growth? HOW did the skill change over time and WHAT contributed to the change? Give an example. (*) 2. With which skill(s) did you experience the least amount of growth? What limited your growth of this/these skill(s)? 3. Did you take any risks during counseling sessions? If so, provide an example of your risk taking and comment on what you learned from this experience. (*) 4. Did you ever move into the working stage with your Peer Client? If so, what are the indicators of being in this stage? Provide an example. (*) 5. Provide an example of your strengths as a counselor. Did this strength change over time? If so, explain. (*) 6. Were you able to consider cultural factors as they were present in your client’s stories or the counseling relationship? Explain. (*) 7. Discuss your progress toward the goal of using “intentionality” in your counseling. 8. What was your greatest accomplishment in this course? 9. What had the greatest impact on your development as a counselor and why? 10. Discuss what you’ve learned about yourself as it relates to your role as a counselor. 11. What skills will you be concentrating on developing/refining in your next experience with clients, whether in role play or field placement? The Final Project will be evaluated based on quality of writing, evidence that requirements as specified have been met, depth of self-reflection, and demonstrated skill level. *You will be evaluated on your growth over the course of the semester as well as your standing in comparison with typical counselor trainee development at the end of a basic skills course. You will not be compared with your classmates.*

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Engagement and Participation DUE: ongoing Total Possible Points: 100 The instructional methods used in this course are didactic and experiential, including structured group activities, role plays, dyadic and triadic skill practice exercises, and supervision, as well as audiotaping and videotaping. This course is highly experiential. As such, it will rely heavily on class discussion and participation. Your presence, preparation, and participation are essential. The quality of your participation is dependent on providing concrete illustrations and insightful analysis based on reading and other students’ ideas; building on, critiquing, or seeking clarification of discussion points; drawing out others in the discussion; and helping to keep discussion on track. In addition, each student will participate in a laboratory experience that includes being both a counselor for a peer (who will role play as a client) and a role play client for a peer counselor. The quality of participation in class activities, demonstration of leadership skills, and presence, preparation, and participation in class discussions will be evaluated as your contribution to the learning climate. GRADING SCALE: A = 900-1000 points B = 800-899 points C = 700-799 points

D = 600-699 points F = < 600 points

OTHER IMPORTANT INFORMATION: Supervision with Ed.S. Students When you begin meeting with a peer client for videotaped sessions, each student will meet between sessions with his/her supervisor outside of the regularly scheduled class time for triadic supervision. It is up to you and your supervisor to arrange meeting times. These meetings must occur between consecutive counseling sessions. (Please keep in mind that your supervisors will also be receiving supervision and the time necessary for everyone to effectively prepare for supervision will be tight. Your flexibility in scheduling meetings and making other arrangements with your supervisor will be greatly appreciated.) During your first meeting with your supervisor you will have the opportunity to discuss expectations for supervision with your supervisor. The remaining supervision sessions will provide you, the counselor in training, the opportunity to receive feedback and direction on improving counseling skills. Supervision also provides the student with a forum for discussing how she or he perceives she or he is doing in the role-plays (strengths, weaknesses, etc.). Please follow the guidelines below in preparation for supervision: Provide your supervisor with 1. a brief written summary of your session in your role as counselor by completing the self assessment/session evaluation form (posted on D2L) 2. the videotape of the session

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Attendance Georgia Regents University requires class attendance. Roll will be taken each class. A professor may withdraw a student from a class should a student be absent for more than 10 percent of the class time, regardless of the cause. If a student is 15 or more minutes late to class, there will be an automatic penalty of 5% off the final course grade for each occurrence. If a student leaves prior to the conclusion of class, the same penalty applies. Please notify the professor in advance (if possible) by email or phone (email preferred) if you must be absent, especially due to emergency/crisis events beyond your control. Makeup work may be assigned in lieu of class participation. Unexcused absences will naturally affect your engagement/participation score. APA Style Unless otherwise instructed by the professor, all written work is to follow the American Psychological Association (APA) style manual, sixth edition (2010). APA style addresses the mechanics of writing as well as the format for citation of references. General assistance with APA style is available online at the APA website and the Department’s webpage. Other web sources include: http://owl.english.purdue.edu/owl/resource/560/01/ Due Dates Unless otherwise indicated, any written assignment may be submitted before the due date. All assignments are to be completed and submitted no later than the start of class on the indicated due dates unless prior arrangements have been made with the professor. Late assignments will be given a 5% reduction per calendar day past the due date, in accordance with program guidelines. Electronic Submission of Work Unless otherwise stated, all written assignments must be submitted electronically through the Desire2Learn Dropbox in Microsoft Word format (.doc or .docx) or rich text format (.rtf). No other format will be accepted. Writing Assistance Students may submit a rough draft of any paper to the professor for comments a minimum of one week before the assignment is due. This is an optional activity and offered to assist students in the development of their writing skills. Academic Honesty Students are expected to read and strictly adhere to the entire Academic Honesty policy as found in the university catalog. This policy reads, in part, Academic honesty requires the presentation for evaluation and credit of one’s own work, not the work of others…Plagiarism is the failure to acknowledge indebtedness. It is always assumed that the written work COUN 6660

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offered for evaluation and credit is the student’s own unless otherwise acknowledged. Such acknowledgement should occur whenever one quotes another person’s actual works, whenever one appropriates another person’s ideas, opinions, or theories, even if they are paraphrased, and whenever one borrows facts, statistics, or other illustrative materials unless the information is common knowledge. *Please note: the instructor MAY use technology such as software programs or Google to check for plagiarized material. Remember that all students’ work must be their own, unless it is properly attributed in APA style.* PAWS (Portal and Web Services) PAWS is a web based portal that contains a variety of information and services. A PAWS account is created for all new applicants and stays with the student throughout their time at GRU and after graduation. PAWS gives you     

Access to JagMail (web-based Email system) Classroom tools such as class bulletin boards and class chat rooms Campus & Personal Announcements Access into Pounce (your personal student information) Access to Desire2Learn (an online learning management system)

Students are encouraged to check their JagMail account daily. Students are responsible for any assignments or deadlines sent to them via JagMail. If you have trouble accessing your account, you should contact Information Technology Services at (706) 737-1676. Computers and printers are available free of charge in computer labs throughout campus as well as the library and campus Internet cafes for students who do not have access from a home computer. Department of Educational Leadership, Counseling and Special Education Website Students are invited to visit the departmental website at: http://www.aug.edu/clinical A variety of forms, some interactive, may be downloaded from the website. There are also newsletters, registration information and announcements which students will find useful. Most forms are in Adobe Acrobat. All campus computers have Adobe Acrobat Reader installed and students can download Adobe Acrobat Reader for their home computer at no charge from: http://www.adobe.com/products/acrobat/ Writing Center You may contact the Writing Center (706) 737-1402 for help with developing and improving composition skills. If you would like additional help with writing or with learning APA style, inform the class instructor.

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Candidates with Disabilities Candidates with disabilities must meet with the Office of Disability Services in order to arrange for accommodations. Once the candidate has arranged for an accommodation letter from the Office of Disability Services, it is the candidate’s responsibility to schedule an appointment with his or her instructor within two weeks in order to discuss accommodations. If the candidate does not initiate this meeting, it is assumed no special accommodations or modifications will be necessary to meet the requirements of this course. You may make an appointment with Testing and Disability Services by calling (706) 737-1469 or by visiting their office located in Galloway Hall. Candidate Safety Candidate safety is of primary importance. When leaving classes late in the evening, you are encouraged to stay in groups of two or more and to report all suspicious behavior or persons to the Office of Public Safety (emergency number 706-729-2911; non-emergency 706-7371401). Emergency telephones are located in the University Hall parking lot and various other locations on campus. Cell Phones The use of cell phones for calls, text messaging, or tasks not relevant for instruction is prohibited in class. Safe Zone Regardless of sexual orientation, race, ethnicity, national origin, gender, religion, age and ability, you will be treated and respected as a human being. Your continued presence in this course signals your commitment to act likewise.

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Bibliography Ames, D., Maissen, L. B., & Brockner, J. (2012). The role of listening in interpersonal influence. Journal of Research in Personality, 46, 345-349. doi: 10.1016/j.jrp.2012.01.010 Barth, F. D. (2010, July 3). Don’t take it personally [Web log post]. Retrieved from http://www.psychologytoday.com/blog/the-couch/201007/dont-take-it-personally Blum, D. (1998, September). Face it! Psychology Today. Retrieved from http://www.psychologytoday.com/articles/200909/face-it Boylan, J. C., & Scott, J. (2009). Practicum & internship: Textbook and resource guide for counseling and psychotherapy (4th ed.). New York, NY: Routledge. Carkhuff, R. R. (2009). The art of helping (9th ed.). Amherst, MA: HRD Press. Cormier, S., Nurius, P. S., & Osborn, C. J. (2013). Interviewing and change strategies for helpers (7th ed.). Belmont, CA: Brooks/Cole. Dembling, S. (2010, July 6). The perils of listening well [Web log post]. Retrieved from http://www.psychologytoday.com/blog/the-introverts-corner/201007/ the-perils-listening-well Egan, G. (2013). The skilled helper: A problem-management and opportunity-development approach to helping (10th ed.). Belmont, CA: Brooks/Cole. Fowler, J. C. (2012). Suicide risk assessment in clinical practice: Pragmatic guidelines for imperfect assessments. Psychotherapy, 49, 81-90. doi: 10.1037/a0026148 Gazda, G. M., Balzer, F. J., Childers, W. C., Nealy, A., Phelps, R. E., & Walters, R. P. (2005). Human relations development: A manual for educators (7th ed.). Boston, MA: Allyn & Bacon. Goodyear, R. K. (1981). Termination as a loss experience for the counselor. The Personnel and Guidance Journal, 59(6), 347-350. doi: 10.1002/j.2164-4918.1981.tb00565.x Hackney, H. L., & Cormier, S. (2012). The professional counselor: A process guide to helping (7th ed.). Columbus, OH: Pearson. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2013). Intentional interviewing & counseling: Facilitating client development in a multicultural society (8th ed.). Belmont, CA: Brooks/Cole. COUN 6660

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Lukas, S. (1993). Where to start and what to ask: An assessment handbook. New York, NY: W. W. Norton & Company. Nichols, M. P. (1995). “’Did you hear what I said?’ Why listening is so important.” The lost art of listening. New York: Guilford Press. Nichols, M. P. (1995). “’Thanks for listening:’ How listening shapes us and connects us to each other.” The lost art of listening. New York: Guilford Press. Velsor, P. (2004). Revisiting basic counseling skills with children. Journal of Counseling and Development, 82, 313-318. doi: 10.1002/j.1556-6678.2004.tb00316.x Young, M. E. (2013). Learning the art of helping: Building blocks and techniques (5th ed.). Columbus, OH: Pearson.

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WRITING RUBRIC Student name: Date: Assignment:

1-4

5

6-7

8

9-10

Score

WRITING MECHANICS:

Organization – paper begins with an appropriate introduction. Transitions lead the reader through the paper in a logical way to a strong and rational conclusion. Details are appropriately placed and support premise of paper. ___Little sense of direction ___Sequence logical ___Paragraphs do not cohere ___Paragraphs cohere most of the time ___No transitions ___May be missing transitions ___Details do not relate to topic ___Some details missing ___No clear beginning/ending ___Start/finish need improvement ___Noticeable information gaps

___Sequence enhances understanding of topic ___Paragraphs cohere ___Transitions work well ___Details fit/enhance piece ___Clear, inviting beginning/satisfying conclusion makes paper come full circle

/10 pts

Word Choice / Sentence Structure – writer has carefully chosen words specific to the topic. The paper flows smoothly, without monotony, when read aloud. Sentences are carefully crafted. ___Limited vocabulary ___Vocabulary ordinary ___Meaning difficult to determine ___Words lack precision; meaning is ___Wording often inaccurate lost occasionally ___Clichés appear frequently ___Clichés occasionally appear ___Rambling, awkward phrasing ___Structure usually correct ___Choppy, incomplete sentences ___Sometimes awkward ___No variety ___Doesn’t flow smoothly ___Some variety in structure

___Accurate, interesting, lively vocabulary, appropriate to topic ___Strong, full, rich imagery as appropriate ___Words are concise, eloquent ___Words are chosen carefully / carry their own weight ___Flows easily if read aloud ___Structure effective, deliberate ___Varied sentence structure

/10 pts

Mechanics – writer has eliminated most, if not all mechanical errors, and uses mechanics to enhance paper. ___Numerous errors ___spelling/wrong words ___punctuation/capitalization ___run-ons/fragments ___other

___Some errors ___spelling/wrong words ___punctuation/capitalization ___run-ons/fragments ___other

___Sophisticated use of mechanics ___Few errors in ___spelling/wrong words ___punctuation and capitalization ___run-ons/fragments ___ other

/10 pts

APA Guidelines – writer demonstrates a knowledge of and ability to correctly apply national writing guidelines. More than 5 errors in paper ___ omitted to cite reference in text ___ incorrectly cited reference in text ___ improper headings ___ reference sheet missing or improperly formatted

Not more than 5 errors in paper ___ sometimes failed to cite reference ___ some incorrectly formatted citations ___ some errors in headings ___ some errors in reference citations

TOTAL POINTS FOR WRITING MECHANICS

Not more than 3 errors in paper Demonstrates understanding of APA formatting in ___ citations within text ___ heading formation ___ reference page

/10 pts

/ 40 pts

Comments:

COUN 6660

Summer 2013

Wheat

18

IDEAS AND CONTENT:

1-4 5 6-7 8 9-10 Score Ideas and Content – writer thinks critically, knows subject content, and presents a balanced view with enough detail to enhance the paper. ___Needs fully developed purpose ___No central idea ___No balance ___No knowledge of topic ___Details missing ___No critical thinking evident

___Purpose reasonably clear ___Ideas could be more appealing ___Balance a little off ___Knowledge of topic limited ___Skimpy supporting details ___Little critical thinking evident

___Clear purpose ___Ideas conveyed in insightful, original manner ___Paper is balanced/important ideas stand out ___Knows topic well ___Effective amount, discriminating use of, detail; critical thinking obvious

/50 pts

Requirements of Assignment – has met all requirements of assignment Did not meet requirements of assignment

Has met all requirements of assignment

Surpassed all requirements of assignment

/10 pts

TOTAL POINTS FOR IDEAS AND CONTENT Total Rubric Percentage Points

/ 60 pts /100 %

Total Earned Points for this Paper pts

(total percent x total possible points for assignment)

Comments:

COUN 6660

Summer 2013

Wheat