ࡱ> ` Xbjbjss .P0,p&p&p&8&l'd,St'(.4(4(4())D9*$nSpSpSpSpSpSpS$cUhWS0))00S4(4(S6660 4(4(nS60nS66NQ4(x' PSp&1vOZSS0SO}X4}X4Q}XQH]*,067-+.]*]*]*SS5X]*]*]*S0000,,,D p&,,,p&,,, University of Houston Victoria CED 6333: Counseling Techniques Fall 2008 Victoria Campus Wednesday: 5 7:45 p.m. Instructor: Mary G. Mayorga, Ph.D., LPC-S, CCDS Office: University West, Room 253 Email:  HYPERLINK "mailto:mayorgam@uhv.edu" mayorgam@uhv.edu Office Hours: Monday: By appointment Tuesday, Wednesday, Thursday: 3:30 5:00 p.m. Victoria Campus Course Description: A fundamental skills and techniques course for masters level counseling students. The purpose of the course is to provide students with their initial counseling experiences under supervised conditions.The focus of the course is on the development of basic counseling skills through interactive lecture, demonstration, discussion, participation in skills practice, student video demonstration of skills, and individual supervision. Course Objectives: 1. Students will demonstrate an understanding of the counseling process. (CACREP II. K. 5. b.) 2. Students will demonstrate the ability to establish a helping relationship using basic counseling skills. (CACREP II. K. 5. b.) 3. Students will consistently demonstrate effective listening and response skills during counseling sessions. (CACREP II. K. 5. b.) 4. Students will be able to identify and respond to client nonverbal behavior. (CACREP II. K. 5. b.) 5. Students will develop an awareness of self as counselor, along with characteristics that influence the counseling process, including being able to accurately identify their areas of counseling strengths and areas in need of improvement. (CACREP II. K. 5. a.) (CACREP II. K. 5. b.) 6. Students will become proficient in receiving and providing substantive feedback. (CACREP II. K. 5. b.) 7. Students will develop an awareness of behaviors that influence helping processes including age, gender, and ethnic differences. (CACREP II.K.5.a) 8. Students will demonstrate knowledge of ethical guidelines for the counseling profession. (CACREP II. K. 5. b.) Required Texts: Young, M.E. (2009). Learning the art of helping: building blocks and techniques. (4th Ed.) Pearson. Supplemental Reading: Provided by Instructor Part of the counseling profession and counseling identity for the counselor is ethical guidelines. Ethics is the cornerstone of the counseling profession and it is imperative that counselors understand the ethical guidelines that help guide the counselor in his or her counseling profession. Therefore, it is important that Graduate Counseling Students be familiar with the American Counseling Associations Ethical Guidelines, along with other counseling organizations ethical guidelines. Students are expected to download the following guidelines and have as a reference. Additional Reading: American Counseling Association. Code of ethics and standards of practice. Alexandria, VA: Author. (Available at  HYPERLINK "http://www.counseling.org/" www.counseling.org). American School Counselor Association. Ethical standards for school counselors. Alexandria, VA: Author. (Available at  HYPERLINK "http://www.schoolcounselor.org/" http://www.schoolcounselor.org). National Board for Certified Counselors. Code of ethics. Alexandria, VA: Author. (Available  HYPERLINK "http://www.nbcc.org/" http://www.nbcc.org). Course Requirements: Attendance and active participation are a necessary and vital part of the course. Active participation includes attending each class session, completing reading assignments prior to class sessions, and participating in peer observation and peer counseling and contributing substantive feedback. Chronic absence from class and/or nonparticipation will result in points being deducted and/or dismissal from class. PLEASE EMAIL OR CALL PROFESSOR IF YOU ARE UNABLE TO ATTEND CLASS. PERSISTENT ABSENCES OR TARDIES WILL RESULT IN BEING ASKED TO MEET WITH THE PROFESSOR FOR DISCUSSION OF THE ABSENCES AND PROBABLE RESULTS ARE AS FOLLOWS: BEING DROPPED FROM THE CLASS OR THE LOWERING OF GRADE. Informal Paper: Part of becoming a counselor is the development of self awareness as a counselor. You will be required to write an informal 2-3 page paper that focuses on you as a counselor: your reasons for choosing this profession, what you believe that profession will give to you and what you believe you will give to the profession. There is no right or wrong way to write this paper. You are simply sharing your own personal thoughts on how you see yourself as a counselor Mid-Term Self-Evaluation Paper: The mid-term paper is an opportunity for you to reflect on your initial peer counseling experiences. Papers should be in APA format including complete cover page, page headers and numbering, headings, and double-spacing and should discuss the following areas: Your current strengths in regard to your basic counseling skills. Be thorough, specific and concrete. Your current areas in need of improvement in regard to your basic counseling skills. Be thorough, specific, and concrete. Personal values that might affect your ability to work with specific populations. Any personal concerns regarding your development as a counselor, including an assessment of personal characteristics that may help or hinder your development as a counselor. A short-term plan that will enable you to continue to work on issues that affect you as a counselor and for continued improvement in your counseling skills during this course. Final Self-Evaluation Paper: The final paper will encompass your experiences with your peers and your overall experience in this class. Papers should be in APA format including complete cover page, page headers and numbering, headings, and double-spacing and should discuss the following areas: Discuss in a specific and concrete manner your current strengths. Discuss in a specific and concrete manner the progress you have made in the development of counseling skills. Discuss in a specific and concrete manner your current areas in need of improvement. Describe and discuss areas of personal/professional growth and awareness. What insights have you gained regarding your counseling skills, personal concerns, or interpersonal relationships? How do these insights enhance your skills as a counselor? What are some of your personal values that might affect your ability to work with specific populations? Develop a plan that addresses your professional development needs. Journal: Throughout the course each student is to keep a weekly journal about her or his learning experience in and out of the classroom setting, along with development of self awareness as self as counselor. Relevant entries may include, but are not limited to the following: brief summaries of new learning obtained from lecture and readings brief summaries of new learning obtained from practice sessions with peers brief summaries of new learning obtained from out-of-class discussions with fellow students brief summaries of new learning obtained from application of material integration of learning from various sources novel application of material personal reactions to material descriptions of moments of sudden insight ("aha" experiences) process descriptions of professional growth over the course of time integration of theoretical material with practical application recognitions of new principles, personal preferences, etc. The journal entry may be hand-written (legibly so) or typed. As the journal reflects each student's individual experience with and approach to the material, lengths may vary widely but you are only required to do a one page journal entry. Grading will be based upon the amount of thoughtfulness reflected by each entry, depth (quality, not quantity) of coverage of lecture topics, and amount of knowledge and self awareness that goes above and beyond lecture and assigned reading. Integration of readings and lecture as well as novel conceptualization of the material are necessary and critical for development as a professional counselor. The journal is graded on a P/NP basis due to its personal nature. Journal entries will be turned in each week until the end of the semester. Videotapes: Each student will enter this course with a unique level of ability to display effective core counseling skills. In order to complete this course, each student must demonstrate a minimum ability to display these core skills, and each student must demonstrate an increase in their skill level throughout the course. Students who are unable to demonstrate a minimum ability to display core counseling skills will be asked to meet with the instructor to discuss how he or she can improve his or her ability. If the student is unable to improve in his or her counseling skills ability possible options are: to retake the class being dropped from the class In order to achieve this, students will prepare 2 (a baseline and integrative tape) practice videotaped counseling sessions with in class peers or outside peers. The first tape will be a baseline tape (30 minutes) to help students see their initial areas of strength and areas for improvement. This tape will be graded as P/NP and feedback will be provided. Students will be given a counseling skills checklist in which he or she will be able to evaluate their counseling skills. The scale is as follows: 1 = unskilled 2 = somewhat skilled 3 = skilled 4 = extremely skilled Students will be expected to do a Self Assessment of Abilities with the baseline tape and the integrative tape. Students will answer the following questions for each tape and turn in these questions/answers along with the counseling skills checklist and the videotape for evaluation by instructor: Questions: What do you see as the three things you did best on the tape? What are three things you would most like to change on this tape? What do you see as your three most important areas for growth at this point? What do you plant to do to move forward in these areas for growth? Students are highly encouraged to videotape practice sessions with peers as often as possible throughout the course in order to achieve the necessary level of skill to complete the course. Students can request formal evaluation of their practice tapes from their instructor; these evaluations will be conducted during office hours by appointment. Prior to the appointment, students will have personally evaluated their tape by completing the following: a) counseling skills checklist, b) for any areas that range between 1-2 and identify missed opportunities to provide intervention in these areas, and c) transcribe these exchanges and write better responses for your original responses. The instructor will use the counseling skills checklist for reporting to the student his or her current level of demonstrated skill. Each student will prepare a final integrative videotape that demonstrates the synthesis and integration of the microskills of counseling learned over the course of the semester. This tape will be prepared with either a fellow student from the class or an outside peer and will be no more than 45 minutes in length. Students must be able to demonstrate the ability to perform a range of counseling skills to do receive a passing grade in this class. This tape is also graded as a P/NP. The taping process will be discussed in detail in class and additional guidelines and relevant Informed Consents will be provided. Students will complete a counseling skills checklist of the final integrative tape, along with a self assessment of abilities questions. Students level of demonstrated skill for delivery of the basic counseling skills will be evaluated using the self evaluation sheet. Students will be instructed in the use of this scale so that they may use it when providing feedback to their peers. Level of demonstrated skill: Students must demonstrate a 2 or better on the self evaluation sheet counseling core skill areas. Exams: Two exams (midterm and final) will be given to assess students knowledge of material from texts, handouts, and class lectures and discussions. Each test will be 50 questions (multiple choice. Each question will be work 2 points) Confidentiality: Students will respect and maintain confidentiality. Being actively involved in the class sessions and the small groups may entail some level of personal self-disclosure. Because of the nature of the vulnerability, trust, and openness needed to learn about counseling, it is extremely important that confidentiality be maintained. Revealing personal information about others outside of the classroom is a breach of confidentiality. You may share with others only your own reactions and understanding, but must avoid using names or identifying information about your classmates. Students are encouraged to join a counseling organization. Examples of these are: ACA, TCA, or ASCA. Grading: Mid-term Self-Evaluation 25 Final Self-Evaluation 25 Mid-term 100 Final 100 Total: 250 Journal P/NP Baseline Tape P/NP Final Integrative Tape P/NP Students earning less than a B may take the course again. Students unable to pass the course with a B by the third attempt will not be admitted to the counseling program. Students may appeal their grade in which case their Final Integrative Tape as well as other evidence will be reviewed by at least two other members of the counseling faculty. If dissatisfied with the decision of the reviewers, the student may further appeal his or her grade through the Universitys student appeals process. Absence from class and non-participation will result in points being deducted from your grade. Class participation includes regular attendance, evidence of engagement in class discussions, ethical behavior according to the American Counseling Association Code of Ethics, and ability to interact in an effective and respectful manner with instructor and classmates. The basis for this formalized assessment and stringent grading policy is the American Counseling Associations Code of Ethics regarding endorsement of counseling trainees: Endorsement. Counselors do not endorse students or supervisees for certification, licensure, employment, or completion of an academic or training program if they believe students or supervisees are not qualified for the endorsement. Counselors take reasonable steps to assist students or supervisees who are not qualified for endorsement to become qualified. (ACA Code of Ethics, F.1.H). Students with Disabilities: If you require special services because of a disability, please notify the Office of Student Relations so that the University may provide appropriate support services to facilitate your learning. Refer to the Student Handbook (p. 12) and the UHV Catalog (Student Relations section, Students with Disabilities subsection). Academic Honesty: Students are expected to read, understand, and abide by the Universitys policy on Academic Dishonesty. The policy is published in the UHV Student Handbook (in hardcopy or at  HYPERLINK "http://www.uhv.edu/handbook/" http://www.uhv.edu/handbook/). Academic Support: A variety of academic support services are provided by the Universitys Academic Center ( HYPERLINK "http://www.vic.uh.edu/ac/index.htm" http://www.vic.uh.edu/ac/index.htm). An on-line tutoring and editing service for written work ( HYPERLINK "http://www.vic.uh.edu/ac/tutoring/online.html" http://www.vic.uh.edu/ac/tutoring/online.html) is offered, but the ultimate responsibility for a students written work, including adherence to APA style, rests solely with the student. Availability of the Instructor: The instructor is available to you by email, or by personal appointment to discuss your progress in the course or to answer any questions you may have about course content and requirements. Mondays-Thursdays, you can expect a response to emails messages within 24 hours or less. Miscellaneous: Cell phones and pagers are to be turned off when entering the classroom. If you are on call, use a vibrating pager and return calls during break. Attendance is very important in this class. Absences, late arrival, or early departure will adversely affect your grade. Incompletes must be completed in the semester following the one in which they are received. In accordance with University policy, if this is not done, the grade reverts to Failure. Incompletes in this class are strongly discouraged. Assignments in this course will be difficult, if not impossible to make-up. Flexible Schedule Fall 2008 CED 6333 Counseling Techniques Victoria Campus Syllabus may be revised as needed by instructor. Short films will be used as part of the teaching process as time allows in the schedule. Guest Speakers will be invited as schedule allows. 8/27: Review of Syllabus; creation of peer to peer counseling groups. Chapter 1: Helping as a Personal Journey (lecture, powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II.K.5.b.) Supplemental Reading Material: Ethical Issues in the Helping Profession (CACREP II.K.5.b.) (CACREP II.K.5.f.) (CACREP II.K.5.g.) Short Film: Invitational Skills 9/03: Chapter 2: The Nuts and Bolts of Helping (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) Short Film: Paraphrasing I and Paraphrasing II Due: Journal Entry Due: Informal Paper (CACREP II. K. 5. b.) 9/10: Chapter 3: The Therapeutic Relationship (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) Short Film: Reflecting Feelings I and Reflecting Feelings II Due: Journal Entry CACREP II. K. 5. b.) 9/17: Chapter 4: Helping Someone Who is Different (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) Short Film: Reflecting Feelings III Due: Journal Entry Guest Speaker Baseline tape due (CACREP II. K. 5. b.) 9/24: Chapter 5: Invitational Skills (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) Short Film: Reflecting Meaning I and Reflecting Meaning II Due: Journal Entry Review and Feedback of Baseline Tape 10/1: Chapter 6: Reflecting Skills: Paraphrasing (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) (CAREP II. 5. b.) Short Film: Nonjudgmental listening cycle Due: Journal Entry Review and Feedback of Baseline Tape 10/8: Chapter 7: Reflecting Skills: Reflecting Feelings (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) Short Film: Confrontation I and Confrontation II Due: Journal Entry Review and Feedback of Baseline Tape 10/15: Midterm Exam: Multiple Choice On Line: Chapters 1 7 Due: Midterm Self Evaluation Paper: drop box available on WebCT for submission (CACREP II.5.f.) 10/22: Chapter 8: Reflecting Skills: Reflecting Meaning and Summarizing (Lecture, powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II.5.b.) Short Film: Goal Setting Skills: Boiling Down the Problem I and Goal Setting Skills: Boiling Down the Problem II Due: Journal Entry 10/29: Chapter 9: Challenging Skills (Lecture/powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) Short Film: Nonjudgmental Listening Cycle and Goal Setting I and Nonjudgmental Listening Cycle and Goal Setting II Due: Journal Entry 11/5: Chapter 10: Assessment and the Initial Interview (Lecture/powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) Short Film: Change Techniques: Brainstorming Due: Journal Entry 11/12: Chapter 11: Goal Setting Skill (Lecture/powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) Guest Speaker Due: Journal Entry 11/19: Chapter 12: Change Techniques; Chapter 13: Outcome Evaluation and Termination Skills (Lecture/powerpoint; peer counseling/supervision and interactive classroom activities) (CACREP II. 5. b.) 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