Summer 2012 Syllabus COUN 5660: Department of Instructor Name: Office Location: Office Phone: Email Address: Summer Office Hours: Virtual Office Hours:

Advanced Counseling Skills Counseling

Division of

3 Hrs Education and Human Services

Eric Green, PhD, LPC-S, RPT-S UNT Dallas Campus, Building 2, #331 (or in Counseling Clinic Bldg 1) 972.338.1376 communicate me with through my e-mail on our course Blackboard site Tuesdays 12pm-6pm; Wednesdays 12pm-1pm N/A

Classroom Location: UNT Dallas, Building 1 Room 274 and UNT Dallas Campus Counseling Clinic Class Meeting Days & Times: Wednesdays 6:00pm-9:50pm Course Catalog A competency-based course with experiential emphasis. The student is Description: required to demonstrate proficiency in counseling concepts and techniques

before proceeding to COUN 5690. Prerequisite(s): COUN 5680 and 5710 and 12 additional hours in counseling, or consent of department. 3 hours. Each student will integrate and apply the knowledge and techniques from previous counseling coursework to identify one’s guiding theory of counseling and begin applying it in the process of counseling a peer, thereby ensuring competence in, and facilitating maximal performance in, COUN 5690 Practicum in Counseling.

Course Goal:

Prerequisites: Co-requisites:

N/A COUN 5710. 3 hours

Required Texts:

Essentials of Intentional Interviewing: Counseling in a Multicultural World by Allen E. Ivey, Mary Bradford Ivey, Carlos P. Zalaquett, & Kathryn Quirk. *Publisher: Brooks Cole; 2 edition (May 3, 2011) Students will need to purchase (or check-out from UNT Dallas or public library for entire semester) a current (within past 6 years or so) book related to their identified theory and bring to class by second week or latest third week of semester (please verify appropriateness of title with professor via in-person, phone or Blackboard “mail” before purchasing on second week of class).

Recommended Text and References:

1. “Practicing Critical Reflection: A Handbook” by Jan Fook & Fiona

Gardner (2007) 2. “Becoming a Reflective Practitioner” by Christopher Johns (2009) 3. “Advanced Skills and Interventions in Therapeutic Counseling” by Gordon Emmerson (2006)

Access to Learning Resources:

I.

UNT Dallas Library: phone: (972) 780-3625; web: http://www.unt.edu/unt-dallas/library.htm UNT Dallas Bookstore: phone: (972) 780-3652; e-mail: [email protected]

Core Curricular Experiences Covered: Curricular experiences will provide an understanding of the following: Core Curricular Experiences 1. counseling supervision models, practices, and processes; 2. suicide prevention models; 3. counseling theories that provide the student with models to conceptualize 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; 4. counselor characteristics and behaviors that influence helping processes; and 5. essential interviewing and counseling skills.

II.

CACREP IIG1e IIG5g

IIG5d IIG5b IIG5c

Student Learning Outcomes Assessed: The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key assessments in this course. SLOs for this course are as follows: CMHC Knowledge and Skills Outcomes 1. Demonstrates the ability to use procedures for assessing and managing suicide risk SC Knowledge and Skills Outcomes 1. Demonstrates the ability to use procedures for assessing and managing suicide risk and knows the skills needed for crisis intervention related to suicide. 2. Knows the skills needed for crisis intervention

CACREP D6

Evaluation Key Assessment

CACREP D4

Evaluation Key Assessment

C6

Key Assessment

SACC Knowledge and Skills Outcomes 1. Demonstrates the ability to use procedures for assessing and managing suicide risk 2. Demonstrates skills in helping postsecondary students cope with personal and interpersonal problems, as well as skills in crisis intervention in response to personal, educational, and community crises.

CACREP D4

Evaluation Key Assessment

D3

Key Assessment

Other Knowledge and Skills Outcomes

CACREP

Evaluation

1. Explain and demonstrate the personal characteristics needed to be an effective counselor.

II.G.5.b;

2. Identify a guiding theory of counseling; explain its principles, both orally and in writing; enact its techniques in counseling sessions; and explain both orally and in writing how clients are conceptualized from the perspective of the guiding theory, including systemic and diversity considerations (choose from Adlerian, behavioral, cognitive, person-centered, REBT, reality therapy). 3. Explain and demonstrate skills in managing the counseling session: opening and closing the session, appropriately directing the session.

II.G.5.c; II.G.5.d;

4. Explain and demonstrate the basic process skills common to all theories of counseling: nonverbal attending; reflection of content, feeling, discrepancies; questioning; reframing; summarization; concreteness and immediacy; appropriate self-disclosure.

II.G.5.c;

5. Explain and demonstrate the process skills common to all theories of counseling: identification and pursuit of client themes, planning short- and long-term counseling goals, selection of process skill based on guiding theory and counseling goals, developmental and multicultural considerations. 6. Both in and out of actual sessions, identify and use relevant American Counseling Association ethical principles as well as legal considerations to determine and enact professionally appropriate courses of action.

II.G.5.c; II.G.5.d;

7. Demonstrate the integration of items 1-6 above, in at least five counseling sessions with the same classmate-client.

II.G.5.c;

II.G.1.j; CMHC A.2; CMHC B.1; SC A.2; SACC A.3 II.G.5.c; II.G.5.d;

Reflected in fulfillment of all assignments. Theory paper; critique of Session 1; observation of three counseling sessions; final critique; case conceptualization; peer evaluation. Listening Skills Tape & Critique; Critique of Session 1; observation of three counseling sessions; final critique; peer evaluation. Listening Skills Tape & Critique; Critique of Session 1; observation of three counseling sessions; final critique; peer evaluation. Critique of Session 1; observation of three counseling sessions; final critique; peer evaluation. Reflected in fulfillment of all assignments.

Critique of Session 1; observation of three counseling sessions; final

8.

Act as client and observer for other students conducting counseling sessions.

9.

Effectively assess oneself regarding areas of strength and areas for growth in items 1-8 above in reference to the professional requirements of one's track of study: elementary school, secondary school, college/university, or community counseling.

II.G.5.b (observer role only) II.G.5.b;

critique; peer evaluation. Attendance & participation. Listening Skills Tape & Critique; Critique of Session 1; final critique.

IV. Methods of instruction: Instruction will be through lecture, seminar, and supervised practical application. Emphasis will be on supervision of student enactment of basic and advanced counseling skills in actual or role played counseling sessions with a classmate/client. VI. Course Expectations Students are expected to read the assigned textbook and literature prior to class, appropriately participate in class, and turn in assignments no later than the beginning of class on the day they are due. Late assignments will be penalized 2.5pts for each day they are late. Assignments submitted more than 2 days past the due date will not be accepted for credit. Cell phones and pagers must be silenced (no vibrate mode, either) during class for the respectful learning environment to be facilitated. Attendance is in this skills class is absolutely essential. The structure of this course and its importance in your development as a future counselor necessitates that you attend every class session. In the event a student misses a class, it is the student’s responsibility to inform the instructor, and if it is a taping night, their client and counselor PRIOR to the start of class. The programmatic policy in place states that if a student chooses to miss class (unexcused according to UNT policy in handbook), your final grade will drop one letter. Chronic tardiness or early departure will result in the lowering of a final grade at the instructor’s discretion. Please note: it is the student’s responsibility to drop this course, if necessary. You are an adult learner and have full responsibility and multiple choices in your learning in higher education. Make the most of it! In addition, please be aware of the UNT policy regarding student conduct: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable or non-respectable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr

Professionalism: At all times, students are expected to demonstrate personal characteristics consistent with the characteristics of professional counselors (see Master’s Student Handbook), engage in ethical behavior as defined in the American Counseling Association Code of Ethics, and adhere to UNT’s Academic Integrity Policy. As professionals, students also are responsible for coming to class prepared to discuss readings, making productive contributions to class discussions/activities, and attending respectfully to others when not contributing directly. Students who do not meet expectations regarding professional responsibilities will be evaluated as such. This subjective evaluation may be reflected in a final grade reduction, competency concern report, and/or request for other remediation per Counseling Program policies. The following chart serves as a guide regarding expectations for professional behavior and potential outcomes for those who do not meet these expectations. Note that one only meets professional expectations if ALL indicators are met. However, one need only have ONE area in which s/he is below expectations to necessitate remediation.         

Meets professional expectations 0 absences not tardy or late from break Contributes more days than not Contributions reflect routine, careful preparation for class Attentive and respectful toward others when not contributing directly No concerns regarding personal characteristics Shows ethical integrity and adheres to ACA Code of Ethics No concerns regarding academic integrity Checks Blackboard a couple times per week (minimum of 1 original post and 1 response post); spends 30minutes or more per week; responds regularly on Discussion Board and to other’s posts; is critically reflective

No grade adjustment. Indicators show potential for continued success in graduate school and beyond.

    

   

Below professional expectations 0 absences Frequent (more than once), minor tardiness leaving class early, or late from break (~5 minutes) Rarely contributes to class Contributions reflect only occasional preparation for class Sometimes distracted or disrespectful nonverbally when not contributing directly (e.g., texts, surfing, sidebars in class) Occasional or minor personal characteristic concerns If ethical violation present, concern is minor and student takes immediate action to remedy Minor, unintentional or uninformed violations of academic integrity Checks Blackboard once or so per week; spends less than 30 minutes per week on BB; leaves 1 or less postings per week; variable responses (not consistent with frequency); makes insignificant contributions or does not show regular critical reflective skills

Grade adjustment of ½ - 1 letters, conference with instructor, and/or competency concern report filed with Counseling Program.

       

 

Significantly below expectations 1+ unexcused absences Persistent, minor tardiness Recurrent, major tardiness Contributions are rare or not productive Contributions reflect consistent lack of preparation for class Behaviors detract from safe, scholarly learning environment Serious concerns regarding personal characteristics Major ethical violation OR inability to understand/accept feedback regarding ethical concerns/implications Intentional violations of Academic Integrity Policy Spends little to no time on Blackboard; rarely posts items; rarely shows depth of insight; inconsistent

Grade adjustment of 1-2 letters, conference with instructor, and/or competency concern filed with Counseling Program. Serious violations may require repeating course (e.g., 3+ absences), assignment of F in course (e.g., ethical or integrity concerns), or other remediation per competency concern report.

Course Evaluation Methods A.

Transcribed Video and Paper #1 (Due July 4) & #2 (Due August 1) — (15 pts. each= 30 pts. total) you will be required to video tape all of your sessions (6 required). Transcribe two videotapes, one near midterm and one near the end of the semester, preferably with the same “client”, to demonstrate progress in applying counseling skills learned in class. Each individual is responsible for reviewing his/her own videotape and critiquing the counseling skills, using a form provided. This critique is then handed into the professor, along with the taped session on regular size videotapes, and the professor engages in the same review process. Students may request an appointment with the professor to review their videos and critiques.

Students will conduct two videotaped interviews with classmates or clients from community in which they demonstrate, critique, and receive instructor feedback on the development of basic counseling skills. Sessions will be 30 minutes in length and the format for videotape analysis (below) will be submitted along with the videotape. At the instructors’ discretion, students may be required to complete additional videos and analyses outside of class. Analysis of Skill Session Videotape Critique: 1. Identify the section of tape that represents an area of growth that you’d like supervision on for the Transcribed #1 assignment at mid-term. For the Transcribed #2, choose a section of a session that shows growth and integration of feedback from mid-term to final. 2. From that section, transcribe 20 consecutive counselor responses in their entirety (include listener responses between). Although you should include them in your transcript, do not count minimal encouragers, nonverbal encouragers toward the 20 responses (i.e., transcribe OR put silence, nod in parentheses). The focus for this tape is on the counselor’s skills rather than client content. So, you can abbreviate client responses by beginning with the first few words of the exchange, using ellipses (…) and ending with the last few words of the exchange. However, make sure to capture the essence of what the client is saying so the reader does not get lost. 3. On the next line, identify/code counselor responses as the following: a. RC – reflection of content, paraphrase b. RF – reflection of feeling c. RM – reflection of meaning d. RD – reflection of discrepancy/confrontation e. OC – open-ended question f. CC – closed-ended question g. O – other (label)

4. At the end of the transcript, tally the coded responses to identify your preferred/nonpreferred responses. This should help you to identify those areas for improvement that you will work in the next step. 6. When finished with 1-4 above, watch this portion of the tape again. After each response, try to construct a better response (BR). Although you may find a few perfect or near-perfect responses, it is expected that most responses can be improved in some way. If you are completely satisfied with the response, write a sentence or two about what made that response so strong. 7. Last part of paper is “Critical Reflection of Experience”- write 1-2 paragraphs critiquing strengths/weaknesses Submit via Blackboard. Upload video on online server that is secure or Youtube and send link with paper through Assignments in Blackboard.

B. Advanced Theory/Skill Conceptualization & Treatment Paper: 25 points (Due June 27 via submitted through Assignments on Blackboard) Use your chosen theory of counseling covered in this course to write an advanced, descriptive case conceptualization and recommend an effective treatment program for your client. Pick either the ‘client’ you are working with this semester (this is completely confidential and will only be read by me, graded, and returned to you) or someone from your personal/professional life that you’d like to explore in depth. Be as descriptive as possible to elucidate the person's mental state and personality from your theoretical lens. Avoid making any moral judgments of the person. Present the person as clearly as possible using the language from your theory (must demonstrate advanced comprehension). After your description, put together what might be an effective treatment program for him or her. Write it so that the reader will get an objective sense of the client’s internal and external make-up from your theoretical perspective. Follow the provided outline and LABEL EACH SECTION according to the outline (use them as your subheadings). Follow APA format carefully. The body of the paper should be 12-15 double-spaced (Times New Roman 12 pt. font) pages in length. Any papers past 15 pages (not including references) will not be graded and returned to student. Conceptualize the client’s behavior, feelings, thought patterns, interactions, and reactions from your chosen theoretical perspective. If there is information you do not know or could not ascertain, then create it (make it up) based upon your analysis of the individual and what you believe the information could be. At least 8-10 current journal articles should be used to support the lit review section of your paper. The following outline should be followed and listed clearly within the paper: Abstract: one paragraph overview of paper (follow APA format for abstract page carefully) 1. Introduction, General Background Information, and Literature Review A. Introduction- brief 1 paragraph outlining the paper.

B. Background Information: Client’s gender, age, ethnic background, physical characteristics, socioeconomic status, state of physical health, education, brief job history, family of origin and status of relationships, etc. (make up whatever you can’t find out) C. Literature Review: Include the theory you chose and provide a literature review on the major ideas of the theory (should include at least 8-10 current, peer-reviewed journal articles as references that are related to the theory plus your book) (the literature review section should be 3-5 pages in length) 2. Client’s Presenting Problem - What problem does the client present as needing intervention? - What do you see as a counselor that needs changing? - Does the family, if involved, identify a problem as well? 3. Behavioral Description (What is client doing?) - What observable behaviors contribute to the problem? - What is your analysis of the client’s overt behaviors? 4. Cognitive Patterns (What is client thinking?) - What irrational beliefs does the client hold in regard to (1) self, (2) people, (3) problems and (4) life in general? - What is your analysis of the client’s cognitions? 5. Affective Manifestations (What is client feeling?) - What emotions does the person report experiencing (when, where, how, what intensity)? -What is your analysis of these emotions? 6. Interpersonal Patterns (How do they get along with peers, family, friends, enemies?) - How does this person interact with and relate to others to include family, friends, social and/or business environments? Conflicts? 7. Applied Theoretical Conceptualization (this section should be around 3 pages in length) A. Theory Applied- apply your theory to the client as a whole and summarize the issues, potential outcomes/goals in therapy, and how you see the client overall from your theoretical lens (summarize) B. Design a treatment plan (based on your theoretical perspective that includes the following) 1. 2-3 Goals of treatment with a specific timeline (clear, attainable, specific, and behavioral) 2. 2-3 Specific advanced skills and the rational for choosing the specific interventions to work with the client on specific issues 8. Conclusion This is a brief closing paragraph summarizing the paper. Make it taut and compelling.

C.

Advanced Theory/Skill PowerPoint Presentation (25pts): Conduct a 30 minute presentation in class explicating an advanced understanding of your theory as well as demonstrating an advanced counseling skill. Dress in professional business attire. Distribute hand-out copies of Powerpoint for professor and one for each classmate before you begin your presentation. Make sure each slide on the handout is legible before you print the entire job. Remember- less text is more! Use your chosen book and at least three current (within past 6 years) journal articles. A rubric for this assignment is located at the end of this syllabus. Include major areas of theory such as brief bio of founder of theory, aim/purpose, view of pathology, techniques, common language used in theory/theoretical constructs, research support, process, multicultural implications, limitations, and personal reaction to theory (be critical). The presenter must logically and clearly connect the theory to his/her abilities/interests/background. This presentation must demonstrate an advanced understanding of the chosen theory and demonstrate associated advanced skill(s). Incorporate at least one YouTube/media clip related to your theory to add to your presentation. Also, include a brief demonstration of an advanced skill. For example, if covering Gestalt, you may want to do a live 10 minute empty chair technique with a “client” in front of the class. The demonstration cannot be scripted and memorized beforehand, but must flow naturally.

D.

Critically Reflective Journal (20 pts.)- You will keep a weekly journal (write 1-2 paragraphs reflecting upon the course material you are reading in your books/journal articles each week; what you’re learning in class from lecture/supervision; and evaluate experiences as a counselor/client in the clinic each week.) The overarching goal of this journal is for you to get in the practice of engaging in regular critical reflectivity as a soon-tobe-practitioner. You’ll want to track your growth/knowledge/confidence in your theory and advanced skills from the beginning of the semester until the end of the semester. How have you changed? Please submit this through Assignments in Blackboard on last day of class. You should have a minimum of 8 journal entries total. There is a folder in Course Contents in Blackboard that reviews and explains critical reflection. Please read it and follow carefully as you will lose points if you conversationally and casually jot down a few things you did each week. It’s not a private, casual journal- it’s a professional academic exercise in critical reflectivity to assist you in metacognitive processes required in mastering advanced counseling skills. Good luck 

Grading Matrix Evaluation 2 Transcribed video tapes Case Concept paper Advanced Theory/Skill Presentation Critically Reflective Practitioner Journal Total

Points 15 pts. each X 2= 30pts total 25 25 20 100

    

100 to 90 89 to 80 79 to 70 69 to 60 59 and below

=A =B =C =D =F

Professional Liability Insurance Professional liability insurance is required for this course and proof of insurance must be submitted prior to any clinic experiences. Affordable insurance plans are available through American Counseling Association and Texas Counseling Association. Please submit your proof of insurance within the first two weeks of class to the TA, and he/she will file it for you.

Paper Format Guidelines Unless otherwise indicated, all assignments should be written in accordance with APA style 6th Edition. Specifically, assignments should:  Contain an APA-style cover page (abstracts are not required)  Be typed, double-spaced , with 1” margins, and in 12-point Times New Roman Font  Contain citations and references formatted according to the APA Publication Manual (6th ed.) guidelines  Adhere to page length, formatting, and content required by instructor  Demonstrate the student’s professional writing (correct sentence format, spelling, grammar, and organization). Proof read and please don’t be afraid to seek assistance from our UNTD writing center! College Information: ACADEMIC INTEGRITY & ACADEMIC MISCONDUCT As discussed in the UNT Graduate Catalog (www.unt.edu/catalog/grad): “Cheating and plagiarism are types of academic misconduct for which penalties are described and assessed under the UNT “Code of Student Conduct,” which is published in the Undergraduate Catalog and also is available on the UNT web site at www.unt.edu/csrr as part of the Student Handbook. The following statement on academic misconduct, adopted by the Graduate Council, is based on the Code of Student Conduct. The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests or examinations; (2) dependence upon the aid of sources specifically prohibited by the instructor in writing papers, preparing reports, solving problems or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a faculty or staff member of the university; (4) dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s); (5) any other act designed to give a student an unfair advantage.

The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. Plagiarism also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Specific penalties can be assigned by a faculty member for certain cases of academic misconduct (including cheating and plagiarism). These penalties include: giving a failing grade for the test or assignment; reducing or changing the grade for the test, assignment or course; requiring additional academic work not required of other students; assigning a failing grade in the course. Other specific penalties can be recommended by a faculty member to the appropriate administrative/academic authority, including denying of the degree, expulsion from the university or revocation of a degree already granted. All graduate students are responsible for making themselves aware of the definitions and implications of academic misconduct. For further information on academic misconduct, penalties and appeal procedures, the student should refer to the Code of Student Conduct.” UNT counseling program students are required to be familiar and comply with UNT’s most recent Academic Integrity Policy (http://vpaa.unt.edu/academic-integrity.htm). UNT counseling program students may be required to submit research papers and other written work electronically so that the instructor can use anti-plagiarism software (e.g., turnitin.com) to validate the originality of the student’s work. EAGLE CONNECT: All UNT students should activate and regularly check their EagleConnect (email) account. EagleConnect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via EagleConnect. For information about EagleConnect, including how to activate an account and how to have EagleConnect forwarded to another e-mail address, visit https://eagleconnect.unt.edu. This is the main electronic contact for all course-related information and/or material. The University of North Texas (UNT) is on record as committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of disability. If you are a student with a disability, your responsibility primarily rests with informing me of your need for accommodation by providing me with your letter from the UNT Office of Disability Accommodation. Information regarding specific disability diagnostic criteria and policies for obtaining academic accommodations can be found at www.unt.edu/oda. Also, you may visit the Office of Disability Accommodation in the University Union (room 321) or phone (940) 565-4323.

The University of North Texas College of Education does not discriminate on the basis of disability in the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. The designed liaison for the Department of Counselor Education is Dr. Jan Holden, Room 155, Stovall Hall. Copies of the college of Education ADA Compliance Document are available in the Dean's Office, Matthews Hall 214.

Course Outline This schedule is subject to change by the instructor. Any changes to this schedule will be communicated by the instructor via e-mail, Blackboard, and/or orally in class.

Date

Topics & Activities

Assignments Due (“text” below refers to Allen Ivey’s book, “Intentional Interviewing” (2012)

06/06 Week 1

06/13 Week 2

06/20 Week 3

06/27

Orientation to Advanced Skills and Supervisor Assignment; Professional Disclosure Statements; Clinic Paperwork; Confidentiality; 1st session information

Supervision Groups (feedback on Basic Listening Skills Tape, Practice writing Read text: Chap. 1-3 (Attending and SOAP note for Basic Listening Skills Observation Skills) Tape, Theory Choice Discussion (What Do I Believe), Practice Opening Session with In-class partners); Student Presentations Hours 2-3: Practice basic listening skills with Group Supervision, Tape Client Session 1; Student Presentations Read text: Chap. 4-5 (Questions and Active Listening) Group Supervision, Tape Client Session; Student Presentations

Week 4

07/04 Week 5

07/11 Week 6

Client Taping 3; Supervision Groups; Student Presentations Client Taping 4; Supervision Groups; Student Presentations

Read text: Chap. 6 (Reflecting Feelings) Case Concept. Paper Due Read text: Chap. 7 (Listening during the Interview) Transcribed Video Tape #1 Read text: Chap. 9 (Focusing)

07/18 Week 7

*Asynchronous Learning Experience” Read text: Chap. 8, 11, 12, 14, See learning module on Blackboard for information (do not report physically to class). This module will cover information from the 4 chapters required this week from your textbook Allan Ivey’s “Intentional Interviewing” (2012). Client Taping 5 Supervision Group; Student Presentations

Read text: Chap. 10 (Reflecting Meaning)

Week 9

Client Taping 6; Supervision Group; Student Presentations

08/08

Supervision Group; Final Student Presentations

Read text: Chap 13 (Skill Integration) Transcribed Tape #2 Due Critically Reflective Journals Due

07/25 Week 8

08/01

Week 10

Assignment Policy: Assignments are expected to submitted on the due date designated in the syllabus. Assignments that are not received by the time they are due will endure an automatic deduction of 5pts. Assignments will receive a deduction of 1 pt for every additional 24 hours they are late. Assignments that are more than 3 days late will not be accepted, and the student will be assigned a 0 for the assignment. All assignments should be submitted in APA format unless otherwise noted by instructor. Exam Policy: Exams should be taken as scheduled. No makeup examinations will be allowed except for documented emergencies (See Student Handbook). Academic Integrity: Academic integrity is a hallmark of higher education. You are expected to abide by the University’s code of conduct and Academic Dishonesty policy. Any person suspected of academic dishonesty (i.e., cheating or plagiarism) will be handled in accordance with the University’s policies and procedures. Refer to the Student Code of Conduct at http://www.unt.edu/csrr/student_conduct/index.html for complete provisions of this code. Bad Weather Policy: On those days that present severe weather and driving conditions, a decision may be made to close the campus. In case of inclement weather, call UNT Dallas Campuses main voicemail number (972) 7803600 or search postings on the campus website www.unt.edu/dallas. Students are encouraged to update their Eagle Alert contact information, so they will receive this information automatically. Attendance and Participation Policy: The University attendance policy is in effect for this course. Class attendance and participation is expected because the class is designed as a shared learning experience and because essential information not in the textbook will be discussed in class. The dynamic and intensive nature of this course makes it impossible for students to make-up or to receive credit for missed classes. Therefore, please do not ask your instructor to complete a make-up assignment to receive credit for an absence, as this not applicable. Attendance and participation in all class meetings is essential to the integration of course material and your ability to demonstrate proficiency. Students are responsible to notify the instructor if they are missing class for an excused reason (it must be a medical, death of immediate family member, or other UNTD approved excuse- relevant written documentation must be provided). Students are also responsible to make up any work covered in class by consulting with a classmate. The instructor will not provide the student with missed information or make-up work for an unexcused absence. **One

(1) unexcused absence during the summer term (an already abbreviated semester) will decrease the student’s final score by one letter grade. For example, if you earn a B as your final grade in your summer course; and you have one unexcused class absence, your grade will drop to a C.** We have one asynchronous

learning experience this semester where we don’t have to physically come to class. If you need to miss class this summer for any reason not university-approved/excused, make it that day! 

Diversity/Tolerance Policy: Students are encouraged to contribute their perspectives and insights to class discussions. However, offensive language or bigoted remarks towards particular nationalities, ethnic groups, sexual preferences, religious groups, genders, or other ascribed statuses will not be tolerated. Disruptions which violate the Code of Student Conduct will be referred to the Center for Student Rights and Responsibilities as the instructor deems appropriate.

Miscellaneous Policies: - Blackboard- please check Blackboard regularly -

Use of Cell Phones, Texting, & other non-approved Electronic Gadgets in the Classroom are prohibited. Remember to turn your phone on silent with vibrate off before class begins*** If instructor notices a student utilizing a cell phone for calls, texts, or internet browsing at any time during the semester, a minimum of 2 points will be subtracted from total participation grade.

-

Food & Drink in the Classroom: The student may eat small snacks and drink non-alcoholic beverages during class, provided they are respectful of their classmates by eating food with little to no odor and placing all trash in the trash bin. If there are any complaints regarding this food privilege, the instructor reserves the right to cancel this policy at ANY TIME.

-

Use of Laptops: Students may use laptops to take notes and access documents related to class during class.

Appendix A: Rubric for Theory Presentation

UNT Dallas Dr. Eric Green

Advanced Theory/Skill Presentation (25 pts.) Presenter:___________________________________ Topic: ______________________________________ Grade: ___________/25

pts.

Please rate the following characteristics of this presentation (1 = lowest up to 5= highest) Was the main theory/skills of the presentation clear, accurate, and cited with current research (at least 3 journals)?

1

How well organized was the presentation? (logical flow; the presentation lasted 30 minutes)

1

Did the student appear professional (dressed in business attire; vocal delivery was calm/clear/audible; non-defensive Q&A) Did the handout and multimedia component support the theory/skill? (handouts were distributed to prof and class before starting)

2

1

1

2

3

4

5

3

4

5

2

3

4

5

2

3

4

5

The presenter’s oratory skills were effective in conveying the elements of the presentation (the presenter only used the Power Point slides as a reference and DID NOT read off of them verbatim)

1

2

3

4

Demonstrated an advanced skill effectively

1

2

3

4

5

Did the presenter logically and clearly connect the theory to his/her abilities/interests/background?

1

2

3

4

5

Overall, was the quality commensurate to an advanced, graduate level theoretical presentation (demonstrated advanced understanding with confidence)

1

2

3

4

5

Strengths of the presentation:

Potential areas for improvement:

What did you learn from the presentation that you did not know before?

5