COUNSELING SKILLS AND TECHNIQUES MHS 5400 The College of Education Conceptual Framework Vision and Mission of the College of Education 

The desired future of the College of Education at Florida Inter national University is one in which candidates, faculty, and staff embrace the shared exper iences of a diverse, internat ional, prof essional learning community. (Vision Statement of the Conceptual Fr amework of the College of Education – Revised 2007, p.1).

The mission of the College of Education includes a three-pronged approach. First, the C o l l e g e i s c h a r g e d t o p r e p a r e p r o f e s s i o n a l s w h o h a ve t h e k n o w l e d g e , a b i l i t i e s , a n d d i s p o s i t i o n s t o f a c i l i t a t e a n d e n h a n c e l e a r n i n g a n d d e ve l o p m e n t w i t h i n d i ve r s e s e t t i n g s . S e c o n d , t h e C o l l e g e m u s t p r o m o t e a n d f a c i l i t a t e t h e d i s c o ve r y, d e ve l o p m e n t , documentation, assessment, and dissemination of knowledge related to teaching and l e a r n i n g . T h e t h i r d p a r t o f t h e C o l l e g e ’ s m i s s i o n i s t o d e ve l o p p r o f e s s i o n a l p a r t n e r s h i p s in the larger community that foster significant educational, social, economic and political change. Consistent with the institution’s role of public, urban, multicultural research u n i ve r s i t y, t h e u n i t ’ s m i s s i o n i s t o s e r ve t h e p o p u l a t i o n o f S o u t h e a s t F l o r i d a , t h e S t a t e , the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing c r e a t i vi t y a n d i t s e x p r e s s i o n t h r o u g h s e r vi c e ( M i s s i o n S t a t e m e n t o f t h e C o l l e g e o f Education Conceptual Framework, 2007).

Student Learning Outcomes 

The three major outcomes become the lens through which each program organizes learning experiences and contr ibutes to the vision and aim of the College of Education. o Unit Content Outcome: Stewar ds of the Discipline (Knowledge) o Unit Process Outcome: Ref lective Inquir er (Skills) o Unit Disposit ions Outcome: Mindf ul Educator (Dispositions)

Course Description: Skills and techniques in counseling focusing on competencies in relationship-building, interviewing, role-playing, simulation, and micro-counseling.

2 Course Goals/Purpose: This is an experiential course that provides the opportunit y for students to learn, experience, and practice the techniques and skills used in a multicultural, developmental, intentional counseling approach. The emphasis is on conducting intentional counseling interviews/sessions and on the anal ysis and evaluation (self, peer, and instructor) of these. Students will also explore the nature of the counseling process, factors affecting client change and growth, counseling interventions, and personal and professional issues related to counseling. Course Objectives 1. To learn the history and philosophy of the counseling profession, including significant factors and events (CACREP Standard 1.a) 2. To learn about the professional roles, functions, and responsibilities of the professional counselor and the relationships of counselors with other human service providers (CACREP Standard 1.b) 3. To learn about the counseling professional organizations, primaril y ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases (CACREP Standard 1.f, SC A4) 4. To become familiar with counseling professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues (CACREP Standard 1.g) 5. To learn about public and private policy processes, including the roles of the professional counselor in advocating on behalf of the profession (CACREP Standard 1.h) 6. To learn about advocacy and the processes needed to address institutional and social barriers that impede access, equit y, and success for clients (CACREP Standard 1.i) 7. To begin to become familiar with ACA’s ethical standards and related entities, and applications of ethical and legal considerations in professional counseling (CACREP Standard 1.j, MH B1) 8. To learn and apply counselor characteristics and behaviors that influence the helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills (CACREP Standard 5.b) 9. To help students gain an understanding and application of essential interviewing and counseling skills so that they are able to develop therapeutic relationships, establish appropriate counseling goals, design intervention strategies, evaluate client outcomes and successfull y terminate the counselorclient relationship in a culturall y responsive manner (CACREP Standard 5.c, MH D5, and H2) 10. To facilitate counselor self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries (CACREP Standard 5.b)

3 11. To provide an orientation to client and counselor wellness and self-care as desired counseling goals (CACREP Standard 1d, 3h, 5a, MH D3) 12. To expose students to various counseling theories and approaches thus enabling them to begin to develop their own natural st yles and models of helping others and specific interventions for clients (CACREP Standard 5.d, SC C1) 13. Students will be able to use technological strategies and applications within counseling processes b y using video-taping and uploading artifacts onto their Efolio, Taskstream 14. To provide opportunities for dialogue and reflection of personal values and beliefs as they relate to students' future roles as professional counselors/therapists and recognize one’s own limitations (CACREP Standard 5b, 5d, MH D9). 15. Will become familiar with evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling (CACREP Standard MH13). Florida Educators Accomplished Practices (FEAPS): Resulting from their participation in this course students will demonstrate FEAPS # 2 Communication and #3 Continuous Improvement on their required task assignment (i.e., The Counseling Interview Self Assessment and Reflection Form Part B of the Final Videotape Counseling Interview) that will be uploaded onto the Student’s Taskstream Efolio when authorized by the Professor. Students will be authorized to upload their artifact when they have attained a rating of Target or Acceptable on the assignment task. Florida Department of Education 15th Edition Subject Area Competencies, and Skills Covered in this Course 1 Knowledge of counseling (FEAP 8 Knowledge of Subject Matter, FEAP 11 Role of the Counselor) 1. Demonstrate knowledge of major counseling theories. CACREP 5.d, SC C1 2. Recognize the relationships of cultural identity, personality, learning, and human development theories to counseling theories. CACREP 2.c; 3.a, b 3. Apply relevant counseling theories and techniques appropriate to specific situations and populations. CACREP 2.c, 5.d, 4. Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings. CACREP 6c,d 5. Demonstrate knowledge of interpersonal processes in small and large group settings. CACREP 6a 6. Demonstrate knowledge of techniques and leadership skills for facilitating small and large groups. CACREP 6.b

4 7. Demonstrate knowledge of appropriate listening and responding skills with all stakeholders. CACREP 5c, 8. Identify appropriate evidence-based counseling approaches for specific populations. CACREP 2. d, 5.d, SC D1; SCD2 9. Demonstrate knowledge of human development and behavior to promote positive change. CACREP 3.c, 3.f. 3.h Methods of Delivery The purpose and goals of this course will be delivered using the following methods: Class lectures and discussions, assigned readings, role-playing, case anal yzes, videotaping, audiovisual presentations, writing assignments and papers, experiential activities, reading relevant research in the counseling literature, and multiple-choice, short-answer and essay testing. Assessment of Student Learning Outcomes Students' achievement of fundamental knowledge, competencies, skills, and dispositions will be assessed based on the completion of the following course requirements. 1. Journal Readings/Synopses: Students will (a) access 5 journal articles in an y of the American Counseling Association (ACA) journals (see www.counseling.org, for a list of ACA journals) and on-line counseling and ps ychological journals on an y of the topics below or a topic of interest to the student: Topics History and philosoph y of the counseling profession Counselor Vulnerabilit y and Risk Hardships of Counseling Practice Therap y for Therapists Managing Stress Counselor Burnout and How to Avoid It Dealing with Difficult Clients Counselor Liabilit y and How to Avoid Lawsuits Professional Development and Counseling The Counselor as Client Advocate The Counselor as Communit y Change Agent Professionalism and Counseling Client access to counseling with diverse populations Counselor and social justice Counselor Characteristics Counseling Specializations Legal and Ethical Issues

5 Counselor Reform Counseling theories and applications Counseling for health and wellness Counseling and spiritualit y and (b) submit a one-page, double-spaced synopsis of the article in APA (6 t h ed) st yle, and (c) a one page double-spaced reflection of how they can apply the material presented in the article to their future jobs as professional counselors. Be sure to provide a reference of the article in APA st yle on the first page. Check the latest revision of the APA Manual or the APA Library Guidelines for APA writing st yle information. Points will be deducted for APA formatting errors. These sources must not be older than 10 years (i.e., 2002present). Each journal s ynopsis is worth 2 points. This assignment is worth 10% of the final grade. 2. Counseling Interviews and Assessments: Students will partner with each other to complete these assignments. Each student will assume the role of the “counselor” and the “client” in the interviews. The assignment entails the following: a. Completion of two videotaped counseling interviews wherein the counselor demonstrates the facilitative, microskills and the intentional interview approach to counseling. b. Completion of the Counseling Interview Self Assessment and Reflections that will include a double-space, typed transcription of 15 minutes of what the student would consider to be the “best” demonstration of the skills required in each interview. The transcription must contain verbatim the words spoken b y both the client and the counselor with the facilitative, microskills responses made by counselor identified. Students must also identify the focus of the responses each time it changes (e.g., focus on client, counselor, others, contextual information etc.). The first videotape and assessment is worth 15% and the final one will be worth 25% for a total of 40% of the final grade. In the two (2) videotaped counseling interviews, students will be expected to demonstrate the intentional interviewing approach and the counseling microskills. The interviews must be spontaneous, non-rehearsed, and not scripted. They must be conducted with another class member. Students are responsible for purchasing and obtaining necessary materials and equipment. Standard DVDs are recommended. The first videotaped interview should be 20-25 minutes in duration and in it, the counselor will demonstrate the use of the facilitative model of

6 communication and the intentional counseling skills of the Basic Listening Sequence (e.g., attending behavior, open and closed questions, encouragers, paraphrases, and clarification statements, reflections of feeling and content, and summarizations). The qualitative conditions of counseling should be evident throughout the interview, and the counselor should demonstrate cultural sensitivit y and intentionalit y. The second videotaped interview should be 30-35 minutes in duration and in it, the counselor will demonstrate the facilitative model, the Basic Listening Sequence, the qualitative conditions of counseling, and the influencing skills as appropriate (e.g., feedback, disclosure, confrontation, reflection of meaning, logical consequences, directives). This final interview must have a briefsolution and action-oriented focus (i.e., guide the client to action based on the nature of the problem or decision that the client needs to make to bring about change in his/her life or situation). Informed Consent Form Students will develop a consent form that will be signed by the client studentpartner and submitted along with the t ypescript, self-assessment form, and the videotape. See Ivey et al. (2010) for a Sample Practice Contract on p. 38. Self-Assessment and Reflection of Counseling Interviews Students will complete a Self-assessment and Reflection of their counseling interviews b y using the "The Counseling Interview Self Assessment and Reflection Forms (A & B)” (see attached). Students should be descriptive, thoughtful, and comprehensive in their assessments and reflections. The Professor will review the tapes, self-assessments, and reflections and provide feedback using these same forms as well as written comments on the skills, process, and nature of the client problem demonstrated. Students will be assessed based on the following rubric scale:

The videotaped interviews and the self-assessment and reflections will be scored using the rubric below: Standards CACREP Standard 5.b, FEAPS 2, Communication

Target Counseling becomes additive in their

Acceptable Considered by experts the minimal level for

Unacceptable At first glance, the session appears to

7 To learn and appl y counselor characteristics and behaviors that influence the helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills CACREP Standard 5.c, MH D5, H2, FEAPS 2, Communication To help students gain an understanding and application of essential interviewing and counseling skills so that they are able to develop therapeutic relationships, establish appropriate counseling goals, design intervention strategies, evaluate client outcomes, and successfull y terminate the counselor-client relationship in a culturall y responsive manner

communication in that the counselor is adding something beyond an interchangeable response. Attending and influencing skills are used in combination with the man y qualities of empath y (concreteness, immediacy, genuineness, positive regard) to provide a more effective and facilitative level of counseling. The Counselor is communicating with intentionall y and sensitivit y (i.e., demonstrates a repertoire of accurate paraphrase and/or reflection of feeling statements. Patterns of movement s ynchrony and movement complementarit y often are manifested. The counselor adds a mild interpretation or

counseling and facilitative communication. Responses are interchangeable with what the client is saying. An interchangeable response is best exemplified by an accurate reflection of feeling, paraphrase, or summary that catches the essence of what the client has said. Open and closed questions are used to obtain information and the client’s perspective on the issue or problem being addressed. A self-disclosure or feedback responses that aid client responding are other examples of acceptable competency

be moving normall y. However, on deeper anal ysis, one sees that the counselor/therapist is detracting slightl y from what the client has been communicating. The paraphrase is close, but still misses the client's meaning. Much of our dail y conversation fits this pattern. As a result of the interaction, the client is not damaged and has been listened to minimall y, but counselor responses take away from what the client says or minimizes statements. The counselor/therapist may be implicitl y and subtl y destructive, even though overtl y trying to be helpful. At its worst point, the counselor/therapist is overtl y destructive to the interviewing process. He/she fails to attend (sharp body shifts,

8 major topic jumps) in a way that sharpl y disrupts client flow or attacks the client or discounts information

a probing question or interpretation that not onl y catches the major meanings of the client but also adds something new to facilitate growth and exploration.

The Counselor is able to reflect in depth on their individual counseling st yle, counseling To facilitate problem and counselor selfprocess, and the awareness so that skills and the counselor-client interventions relationship is used to bring therapeutic and the about client counselor maintains change and appropriate action. The professional Counselor is able boundaries to assess their counseling st yle To provide and performance opportunities for with depth, dialogue and clarit y, and reflection of accuracy and personal values and beliefs as they relate make recommendations to students' future roles as professional for improvements counselors/therapists in future counseling sessions and interviews. The Counselor can cite several examples of responses made CACREP Standard 5.b d, FEAPS 3, Continuous Improvement

The Counselor is able to adequatel y reflect on their individual counseling st yle, the counseling problem and process, and the skills and interventions used to bring about client change and action. The Counselor is able to assess their counseling st yle and performance with clarit y, thoughtfulness, and accuracy and make recommendations for improvements in future counseling sessions and interviews. The counselor can cite one or two examples of

The Counselor failed to adequatel y communicate their reflections and reactions to their individual counseling st yle, the counseling problem and process, and the skills and interventions used to bring about client change. The Counselor failed to adequatel y assess their counseling st yle and performance with clarit y, thoughtfulness, and accuracy and make recommendations for improvements in future counseling sessions and interviews. The counselor cited no examples of

FEAPS 6 Ethics, 12 Technology Students will be able to use technological strategies and applications within counseling processes b y using videotaping and uploading artifacts onto their Efolio, Taskstream

FEAP 6 Ethics CACREP Standard 1.g, MH B1

in the interview that need improvement and suggest alternative responses that would have been more helpful and facilitative to the client. The Counselor is able to reflect on the impact of the knowledge, skills, and dispositions learned in this assignment on their future work as counselors and on ways these can be applied in their work with future clients Both the client and counselor can be seen and/or heard on the tape and the assignment has been successfull y uploaded onto Taskstream.

The counselor sought the client’s permission to videotape; legal

responses made in the interview that need improvement and suggest alternative responses that would have been more helpful and facilitative to the client.

For the majorit y of the session, both the client and counselor can be seen/and or heard on the tape but there are times when both are not visible and/or audio qualit y is obscured. The assignment was uploaded onto Taskstream. The counselor sought the client’s permission to videotape; legal

9 responses made in the interview that needed improvement and/or failed to suggest alternative responses that would have been more helpful and facilitative to the client.

Neither the client or counselor could be seen on the videotape; audio qualit y is poor or totall y lacking Assignment was not uploaded onto Taskstream correctl y.

The counselor did not seek the client’s permission to videotape; legal and ethical issues

To begin to become familiar with ACA’s ethical standards and related entities, and applications of ethical and legal considerations in professional counseling

and ethical issues were completel y discussed at the beginning of the counseling session and client comprehension of such was assessed; legal and ethical standards were adhered throughout the session.

and ethical issues were adequatel y discussed at the beginning of the counseling session and client comprehension of such was assessed; legal and ethical standards were adhered throughout the session.

10 were not discussed at the beginning of the counseling session and client comprehension of such was not assessed; legal and ethical standards were minimall y adhered throughout the session.

Skills and Self Assessment (3) Target (2) Acceptable (1) Unacceptable Students whose interviews are rated as Not acceptable must request a ½ hour conference with the Professor to review the videotape and the skills demonstrated. The student may resubmit another videotaped interview for further feedback from the Professor. Students who obtain Target and Acceptable will receive the total number of points (15 for the first interview, and 25 for the second interview) for the assignment if all parts of the assignment have been completed accuratel y. Points may be deducted for incomplete assignments. Students with assignments that are Not Acceptable will be deducted a minimum of 5 points and will be able to earn onl y a maximum of 10 or 20 points upon reaching acceptable competency. Students will have one opportunit y to redo the assignment and to reach acceptable competency. Uploading the Efolio Artifact When students complete the Efolio, Taskstream, task assignment that has been graded by the Professor, they will receive authorization to upload the task as an artifact onto their Efolio. Students will be authorized to upload their artifact when they have achieved Target or Acceptable Competency on the task.

11 The artifact that students will upload onto their Efolios will be the Final Tape Self Assessment and Reflection Form Part B (FEAPS Artifact). Students whose tasks are deemed Not Acceptable by the Professor will not be authorized to upload and will receive an “Unsatisfactory” grade for the course if they fail to complete the task to acceptable competency by the end of the semester. Students who fail to upload target and acceptable assignments will also receive an “Unsatisfactory” grade in the course. Confidentiality and Ethics Information Students are bound by the ACA 2005 Code of ethical standards to abide by confidentialit y with respect to any material or issues brought forth by any members of the class during an y role-playing or practice interview sessions conducted throughout an y portions of this class. Students should seek verbal as well as written permission of the student client before conducting the videotaped interviews. Students have the right and personal responsibilit y to onl y share or disclose issues and information with which they feel comfortable. If at any time during the interview a student feels discomfort or is unable to continue, he or she can request the right to stop the videotape or not engage in the role-played session. However, if a student finds him or her self very uncomfortable with the nature and activities required b y this course as well as the counseling practice and issues one must face, he or she may prefer to drop this course. When selecting a partner with whom to conduct the interviews, it is best to choose someone you do not know. 3. Progress Tests: Completion of 2 Progress Tests that will consist of multiple choice, short answer and essay questions. Each exam is worth 25% of the final grade for a total of 50% of the final grade. 4. Experiential Class Activities and Attendance: Practice Sessions – A substantial portion of many classes will be devoted to simulated or “practice” counseling sessions in which students will rotate among the following three roles: counselor, client, and observer. These sessions may be audio-taped and/or observed b y the professor. Some of the ideal characteristics of each role include: •

Counselor: This role calls for practice and demonstration of skills learned in assigned readings and class discussions. A student in this role should exhibit genuineness, openness, empathy and congruence; engagement with the process, person and task; willingness to take risks in the spirit of learning; and acceptance of positive feedback and constructive criticism.

•

•

•

12 Client: A student in this role should exhibit genuineness, openness and a present orientation. In the role of client, students are asked to draw upon real life experiences, the content of which is totall y within the student’s discretion. Students should take responsibilit y for determining and monitoring the level of self-disclosure that they contribute to the learning experience. Students may also choose to role play the part of “client”, with the understanding that such simulation may detract from the realism and qualit y of the learning experience. Also in this role, students will be expected to provide feedback to the individual in the ”counselor” role. Observer: This role calls for close attention to the process occurring between the counselor and the client and an abilit y to relate what occurs in the practice session to the learned material. It also calls for a development of the abilit y to give constructive feedback. The person in this role will take notes and complete an observation form to be used as feedback for the Counselor. Students are expected to attend class and participate in these practice activities. Excused absences must be valid and approved by the Professor prior to the absence. In the case of an emergency absence, the student should notify the Professor as soon as possible following the absence. The Professor reserves the right to ask for written documentation of the reason for the absence.

Standards of Academic Conduct Graduate counseling students should observe high standards of academic conduct, ethics, and integrit y as stated in the Student Handbook. No student shall engage in an y form of fraudulent, deceitful, dishonest, or unfair conduct with respect to examinations, papers, presentations, or other academic endeavor. The consequences of this conduct will result in academic sanctions against the student in violation. Any questions or issues concerning the honor code should be brought to the professor’s attention immediatel y. Please review the Student Handbook for the full Code of Academic Integrit y and/or refer to the website http://www.fiu.edu/~dwyere/academicintegrity.html Code of Decorum The Department of Educational and Ps ychological Studies has developed a Professional Code of Decorum. It can be found on the department's web site, http://www.fiu.edu/~edps y/code.htm. All students taking courses in this department are expected to meet the expectations outlined in this Code.

13 Course Policies Attendance: It is expected that all students will be in attendance for all class sessions. This is a class that requires active in-class participation from each member. If you miss a class YOU are responsible for any material given or changes made during the class period and you must notify me via e-mail of your absence prior to your absence. Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s abilit y to conduct the class, or (b) the abilit y of students to benefit from the instruction, is not acceptable. Examples may include entering class late or departing earl y; use of cellular telephones, or other electronic devices (Please refrain from sending and/or receiving text messages during class); repeatedl y talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civilit y line.” Please turn off all cellular telephone prior to entering class and refrain from using laptops for non-class related tasks during class (“surfing” the web, checking email, etc...). Make-Up Exam/Assignment Due Date Policy Example: Opportunities for make-up exams and/or assignments are limited to documented medical emergencies or personal emergencies pre-approved by the professor. Late is defined as the end of the class session in which the assignment is due. E-mail Protocol: Please adhere to the following guidelines: Write the course prefix ONLY (MHS 5400) in the subject line of all e-mail correspondence and insert your name in the e-mail. Please allow 24-48 hours for a repl y.

14 Final Grades Grades will be assigned based on the following distribution: 100 - 95 = A (4.00 grade points) 94 - 90 = A- (3.67 grade points) 89 - 85 = B+ (3.33 grade points) 84 - 80 = B (3.00 grade points) 79 74 69 64 59 54 49 44

Excellent; superior Very Good With merit; good Good

- 75 = B- (2.67 grade points) Above-satisfactory - 70 = C+ (2.33 grade points) Above-satisfactory - 65 = C (2.00 grade points) Satisfactory; minimum - 60 = C- (1.67 grade points) Graduate competency - 55 = D+ (1.33 grade points) Unsatisfactory - 50 = D (1.00 grade points) Unsatisfactory - 45 = D- (.67 grade points) Unsatisfactory Below = F (0.00 grade points) Failure

Required Textbooks Ivey, A. E., Ivey, M. B. & Zalaquett, C. P. (2010). Intentional interviewing and counseling: Facilitating client development in a multicultural society (7 t h ed.). Pacific Grove, CA: Brooks/Cole. Kottler, J. A. (2010). On being a therapist (4th ed.). San Francisco, CA: Jossey-Bass. Recommended Textbooks and Materials Corey, G. (2005). Theory and practice of counseling and psychotherapy (7 t h ed.).Belmont: CA: Brooks/Cole. Sklare, G. B. (2005). Brief counseling that works: A solution-focused approach for counselors and administrators (2 n d ed.). Thousand Oaks: CA: Corwin Press. American Counseling Association (ACA) (2005). Code of ethics and standards of practice. Alexandria, VA: ACA. National Rehabilitation Counseling Association (NRCA) (2009). Code of Professional Ethics for Rehabilitation Counselors. Rowling Meadows: IL. American School Counseling Association (ASCA) (2010). Ethical standards for school counselors. Alexandria, VA: ASCA.

15 ASSIGNMENT & EXAMINATION DUE DATES • • • •

Journal S ypnosis: Due 9/5, 9/19, 10/24, 11/7, 11/21 Counseling Interview I: Tape, Typescript, Consent, & Assessment & Reflections: Due 10/10 Counseling Interview II: Tape, Typescript, Consent & Assessment & Reflections: Due 11/14 Progress Tests: 10/3 and 11/21

Late Penalt y: Half a grade may be deducted for each week an assignment is submitted past the due date. Assignments that are not t yped will not be accepted. * * St ud e nt s wi t h p h ys ic al o r o t her i mp a ir me n t s th at n ece s si ta te sp e cia l cir c u ms t a nc es o r d ev ice s i n t he c la s sr o o m o r wh e n ta k i n g e x a mi n a tio n s, s ho uld co n s ul t wi t h t he P r o fe s so r r eg ar d i n g t he ir sp ec ia l n eed s a nd a cco m mo d at io n s. T he O f fi ce o f Di sab ili t y Ser v ice s fo r St ud e nt s o f fe r s a var ie t y o f s er vic e s to as s is t st u d en t s need i n g s uc h acco m mo d at io ns . Fo r as si s ta nc e, co n tac t GC 2 2 5 , UP ( 3 4 8 -3 5 3 2 ) o r U C 2 6 0 , NM ( 9 4 0 -5 8 1 3 ) .

16 Course Schedule and Reading Assignments 8/22

Course Introduction and Getting Acquainted Review of S yllabus; What is Counseling? How Did Counseling Evolve, History and Philosophy; Role of the Professional; Introduction to the Microskills Approach (CACREP Standard 1.a, 1.b, 1.h, 5c) Ivey, Chap. 1; Kottler, Chap. 1

8/29

Being a Professional Counselor (ACA and divisions, licensure, accreditation, and certification) Introduction to Legal and Ethical Issues, Multicultural Competence and Wellness Ivey, Chap. 2; Kottler Chap 2 (CACREP Standard 1.b, 1.c, 1.f, 1.g, 1.j, 2.a, 2.e, 3.h, 5.a)

9/5

Attending Behavior & Skills; Multicultural Issues in Attending Questions: Opening Communication; Multicultural Issues in Questioning; Ivey, Chap 3 & 4; Kottler: Chap.3 (CACREP Standard 2.a, 2.c, 5.c) Journal Synopsis Due

9/12

Client Observation Skills; Ivey: Chap 5 Encouraging, Paraphrasing and Summarizing: Ivey, Chap 6 (CACREP Standard 5.a, 5.b, 5.c) Ethical Use of Technology and Instructions for Taping and Taskstream Uploading (CACREP 1.j, 7.g)

9/19

Reflection of Feeling, Ivey Chap. 7 & Kottler Chap. 4 (CACREP Standard 5.a, 5.b, 5.c) Journal Synopsis Due

9/26

Empath y and Reflection of Feeling continued; Conducting an intake interview using the Basic Listening Sequence Ivey: Chap.7 & 8; Kottler, Chap.5; (CACREP Standard 5.a, 5.b, 5.c, MH H2)

10/3

Progress Test I (Ivey, Chapters 1 – 6; Kottler, Chapters 1 – 4)

10/10

The Influencing Skills/Confrontation/Focusing the Interview and Narrative Ivey, Chap.9. 10; Kottler, Chap.6 & 7; (CACREP Standard 5.a, 5.b, 5.c,) Counseling Interview I: Tape, Consent, Typescript, SelfAssessment and Reflections Due

MHS 5400: SYLLABUS

17

10/17

No Class

10/24

The Influencing Skills of Reflection of Meaning, Positive Reframing Self-Disclosure, Interpretation, Feedback & Directives, Ivey, Chap. 11; Kottler, Chap. 8 (CACREP Standard 5.a, 5.b, 5.c) Journal Synopsis Due

10/31

The Influencing Skills Continued; A Brief Introduction to Counseling Theories—Person-Centered, Behavioral, Cognitive, Brief Solution Focused Counseling; Ivey, Chap. 12; Kottler, Chap. 9 (CACREP Standard 5.a, 5.b, 5.c, 5.d)

11/7

Counselor Advocacy: For clients and the profession; Client access and equit y (CACREP Standard 1.h, 2.e) Ivey: Chap. 13 Journal Synopsis Due

11/14

Theories continued with Skill Integration; Conducting an Interview Using the Listening and Influencing Skills Ivey: Chap. 14; (CACREP Standard 5.a, 5.b, 5.c, MH H2) Counseling Interview II: Tape, Consent, Typescript, & Self Assessment and Reflections Due

11/21

Progress Test II Developing an Individual Counseling St yl e; Teaching the Microskills (CACREP Standard 5.a, 5.b, 5.c) Journal Synopsis Due

11/28

Catching and Wrapping it up! Review of Videotapes and Final Reflections

NOTE: Students with Target and Acceptable Artifacts must complete all uploading of artifacts onto Efolio. Last date to upload authorized artifacts is December 3, 2012.

MHS 5400

MHS 5400 COUNSELING INTERVIEW SELF ASSESSMENT AND REFLECTION FORM PART A

Student’s Name:_____________________________________________ Session #:___________

Date:_________

Directions: Please place a “1" (Evident), “0" (Not Evident), or “NA” before each evaluative item. “1" indicates the behavior or skill is evident; “0" indicates that it is not evident. “NA” indicates the behavior or skill was not applicable or the rater is not able to evaluate the item. ____1. ____2. ____3. ____4. ____5. ____6. ____7. ____8. ____9. ____10. ____11. ____12. ____13. ____14. ____15.

The client chosen for this counseling interview is currentl y enrolled in the counseling course. The counselor secured the client’s permission to tape the counseling interview. Both the client and counselor can be seen and/or heard on the tape. The counseling interview lasted the required amount of time. The counselor sounded genuinel y interested and concerned in the client’s issues/concerns/problems. The counselor appeared to be able to establish rapport effectivel y with the client. The counselor appeared to be relativel y relaxed and natural as the counseling interview progressed. The client appeared to be relativel y relaxed with the counselor as the counseling interview progressed. The counselor appeared to maintain a composed, steady, demeanor during the counseling interview. The client appeared comfortable to express thoughts and feelings with the counselor. The counselor kept the counseling interview flowing and moving effectivel y. The counselor kept effective focus on the client’s issues and concerns. Appropriate attending behavior (eye contact, forward body position, etc.) was demonstrated b y the counselor. The counselor attempted to move the client toward active behavior. It appeared that the counselor was able to conduct a counseling session that was of benefit to the client.

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MHS 5400 MHS 5400 CO U N S EL I NG INT ER VI EW S EL F AS S E S SM ENT AN D RE FL ECT IO N S F O RM P ART B

Na me: __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ S e ss ion D at e: _ __ _ __ _ _ __ _ __ _ __ _ _ __ _ __ _ Cli en t ’ s Init i al s: _ __ _ __ _ __ _ __ _

S es si on Le ngt h: _ _ __ __ _ __ _ __ _

S es si o n Nu mb er w it h Cl i ent : _ _ __ _ __ _ __

1. Ba c kg rou n d In f o rm at io n ( c l i e nt d es c r i pt i on , d em ogr ap h ic s , pr es e n ti n g is s ue or c o nc er n) :

2. S es si on No t e s (W hat was yo ur g o a l f or t h e s es s io n ? Ho w we r e yo u at t em pti n g to ac c om p l is h t h is g oa l ? W hat h ap p en e d i n th e s es s io n ? A n y b eh a v io r a l obs er v at i o ns ?) :

3. Com mun ic at io n M icr o s ki ll s (W hat m ic r os k i l ls wer e pr e dom i na n tl y us e d i n th is s es s i on ? W er e th es e ap pr op r i a t e to t h e t im ing an d is s ues be i ng dis c us s e d?

4. Con ce pt u al iz at io n ( C ou ns e lor 's i nt er pr e t at i on of wha t wa s ha p pe n in g wi t h t he c li e nt , h yp o th es es c onc er n in g p os s i b l e tr e a tm ent a ppr o ac hes ) :

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MHS 5400 As s es s m ent F or m , B

2

5. Co un se lo r' s r ea ct i o n t o s e s sio n ( Y O UR th o ug hts an d f ee l i ngs ab o ut wh at h a pp e ne d i n th e s es s i on , wh a t we n t we l l ( or d i d n’ t g o we l l) i n t he s es s i o n, a n d wh y) :

6. W h at cou n s el o r w o u ld h av e d o n e d if f er e n t l y an d w h y: (W hat a r e s om e dif f er e nt c ou ns e li n g s k i l ls , r es p ons es , an d i n ter v e nt i o ns th a t yo u m ig ht ha v e us e d i ns t ea d a n d wh y.

7. How do es t h is as s ig n m en t re l at e t o yo u r f u t u re w o r k a s a co u n s el o r ? In o t h er w ord s, how ( cit e e x amp l es) w ill yo u b e ab le t o u s e and appl y t h e know led ge , s ki ll s, a nd dis po sit ion s le a rn ed in t h i s a ss ig n me n t in yo u r f u t u r e w o rk as a co u n s el o r ( sc hoo l, ment a l h e alt h, o r re h abi lit at ion ) ?

8. R at e you r o v e r al l p e rf o rm an c e i n t hi s s es s ion ba s ed on t h e cr it er i a d e lin e at e d in t h e at t ach ed sco r in g r u b ri c: O n T a rg et _ _ __ _ __

Ac c e p t ab l e __ _ __ _ __ _ _

No t Ac c ep t ab le , n e ed s con s ide r ab le i mp ro v eme nt _ _ _ __ _ __ _ __

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MHS 5400 W h y d id yo u ch o o se t o rat e yo ur p e rf o rm a nc e at t hi s l ev el ?

8. W h at add it i o n al su p e rv i sio n an d f e ed b a ck d o yo u f e el yo u n e ed f r o m t h e P rof es so r o n t hi s as s ignm en t ?

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