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Griffith & Conley MHS 6401 – Fall 2012

UNIVERSITY OF CENTRAL FLORIDACOLLEGE of EDUCATION

Department of Educational & Human SciencesCounselor Education & School Psychology Program

MHS 6401: Techniques of Counseling Fall 2012

Instructor: Catherine Griffith, M.A. Dr. Abigail Conley, Ph.D. (Supervising Instructor)

Telephone: Joyce Goodman: (407) 823-2401

Office: Ms. Griffith Education Building (ED) 222DDr. Conley Education Building (ED) 322L

E-Mail: Ms. Griffith [email protected]. Conley [email protected]

Office Hours: By appointment

Dates: Thursday evenings, 6:00 – 8:50, August 23 – December 6

Meeting times: 6:00 PM – 8:50 PM

Location: Teaching Academy (TA) 201

Required Text: Young, M. E. (2013). Learning the art of helping: Building blocks and techniques. (5th

ed.). Upper Saddle River, NJ: Prentice Hall. (ISBN-10: 0132627507)

Other required selections (journal articles) will be distributed in class.Students are expected to read assigned chapters/articles prior to each class meeting.

Catalog Description: The nature of counseling and its relationships to theoretical concepts.

Prerequisites:Successful completion of MHS 5005 (Introduction to the Counseling Profession) and MHS 6400 (Theories of Counseling & Personality), or Consent of the Instructor (C.I.).

Purpose of the Course: MHS 6401: Techniques of Counseling teaches fundamental counseling skills such as relationship building, basic assessment, goal setting, selection of interventions, and evaluation of client outcomes.

For whom is the course intended?:

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MHS 6401: Techniques of Counseling is for graduate students who have a working knowledge of counseling theory and want to gain fundamental counseling skills. The course may also be beneficial for practicing counselors interested in enhancing their current skills.How is this class related to other courses?:MHS 6401: Techniques of Counseling should follow MHS 5005: Introduction to the Counseling Profession and MHS 6400: Theories of Counseling & Personality. These two courses provide the practical and theoretical content, which will serve as a knowledgebase for the application of techniques learned and used in MHS 6401: Techniques of Counseling.

Counselor Competency Scale (CCS):Beginning fall 2010, all students are responsible for submitting a copy of the final CCS evaluation form used in their previous coursework to their current instructor. These instruments provide evidence of students’ growth and development in counseling skills, behaviors, and dispositions. Therefore, all MHS 6401: Techniques of Counseling students must submit their Final CCS from MHS 5005: Introduction to the Counseling Profession to their MHS 6401: Techniques in Counseling instructor. The CCS provides evidence of students’ growth and development in counseling skills, professional behaviors, and dispositions.

Course Structure:MHS 6401: Techniques of Counseling is taught in a seminar format that is both interactional and experiential. A variety of instructional strategies will be used including: (a) lectures, discussion, and demonstrations by the professor and class members; (b) presentation and critique of videotapes demonstrating counseling skills; (c) small group work for the purpose of practicing skills, critiquing other students’ performance, and sharing reactions to the counseling process; and (d) simulation of client statements.

Course Connection to Program Portfolio:Students in MHS 6401: Techniques of Counseling students should choose one or more of their assignments as artifacts for their program portfolios (Students should focus on the “Clinical, Consultation, and Communication Skills” domain of the program portfolio for MHS 6401). Artifacts can take many forms but should assist students to support the assertion that they are competent in the domain or area of their respective program portfolios.

Course Objectives

At the conclusion of MHS 6401: Techniques of Counseling, students should have learned and/or be able to demonstrate the following dispositions, knowledge, skills, and attitudes as stipulated by CACREP (2009) Standards, the FL-DOE Florida Educator Accomplished Practices (FEAP, 2009), and the FL-DOE Competencies and Skills: Guidance and Counseling PK-12 (FSAC: Section 18; 13th ed.; 2009):

1. Create an atmosphere of trust in a counseling relationship. a. Demonstrate an understanding of the counselor and consultant characteristics and behaviors that

affect the helping process including verbal and nonverbal behaviors, personal characteristics, orientations, and skills. (CACREP [2009] Section II 5, Section II 5b, Section II 5c, School Counseling Standards, M.4; FEAP (a)3, #8; FSAC [2009]: Competency #1, #5).

b. Use invitational and reflecting skills to conduct a nonjudgmental interview with a client (CACREP [2009] Section II 5b, Section II 5c; FEAP (a)3, FSAC [2009]: Competency #1).

c. Utilize self-awareness to facilitate a therapeutic counselor-client relationship and for the counselor to maintain appropriate professional boundaries. (CACREP [2009] Section II 5b, Section II 5c; FEAP #2, #3; FSAC [2009]: Competency #1).

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d. Utilize ethical and legal considerations in the counseling relationship (CACREP [2009] Section II 5b, Section II 5c; FEAP (a)3, (b)2, #11; FSAC [2009]: Competency #1).

2. Collect assessment data. e. Utilize beginning assessment skills to understand a client’s background and problem (CACREP

[2009] Section II 5b, Section II 5c, Section II 5e; FEAP (a)1, (a)3, (a)4; FSAC [2009]: Competency #1, #10)

3. Move clients to deeper levels of self-disclosure. f. Employ advanced reflecting skills to understand a client’s unique worldview (CACREP [2009]

Section II 5b, Section II 5c; FEAP (a)3; FSAC [2009]: Competency #1)4. Maintain a therapeutic relationship while identifying discrepancies in a client’s story.

g. Use challenging skills in a sensitive manner (CACREP [2009] Section II 5b, Section II 5c; FEAP (a)1, (a)2, (a)3; FSAC [2009]: Competency #1).

5. Devise an elementary treatment plan for a client. h. Use goal-setting skills to plan treatment. (CACREP [2009] Section II 5b, Section II 5c, Section II.

5d; FEAP, (a)2, (a)3; FSAC [2009]: Competency #1) 6. Help clients select solutions.

i. Use solution skills to help clients achieve their goals (CACREP [2009] Section II 5b, Section II 5c, Section II. 5d; FEAP (a)1, (a)2, (a)3; FSAC [2009]: Competency #1)

7. Utilize more advanced counseling skills in appropriate situations. j. Combine the five building blocks above into more complex techniques such as role-playing,

assertiveness training, and reframing (CACREP [2009] Section II 5b, Section II 5c; FEAP (a)1, (a)3, (b)1; FSAC [2009]: Competency #1, #10).

8. Learn to evaluate the outcomes of counseling as a reflective practitioner. h. Be able to evaluate client outcomes and utilize reflective procedures to consider alternative

treatment strategies (CACREP [2009] Section II 5b, Section II 5c; FEAP a(3), a(4); FSAC [2009]: Competency #1).

9. Learn to use successful termination strategies for the counselor-client relationship (CACREP [2009] Section II 5b, Section II 5c; FEAP (a)1, (a)3, (b)1; FSAC [2009]: Competency #1.)

10. Learn to establish and maintain the counseling relationship across cultures (CACREP [2009] Section II 5, Section II 5b, Section II 5c, Section II 5e; FEAP a(2), a(3), a(4); FSAC [2009]: Competency #1, #10).

11. Learn to utilize the counseling skills for consultation (CACREP [2009] Section II 5b, Section II 5c, Section II 5f, School Counseling Standards, M.4; FEAP a(1), a(2), a(3); FSAC [2009]: Competency #1, #5)

Grading Policy

Course Requirements Points Percent % Grading ScaleTranscription & Taping #1 30 10% A 94-100Transcription & Taping #2 45 15% A- 90-93Final Transcription & Taping 75 25% B+ 86-89Weekly Quizzes 12;drop one; 6 pts each

66 22% B 83-85B- 80-82

Consultation Assignment 24 8% C+ 76-79In Class Presentation 30 10% C 73-75Attendance & Participation 30 10% C- 70-72Total 300 100% D 60-70

F Below 60

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NOTE: You are required to earn a B or better to continue in the program. As is outlined in your Counselor Education Student Handbook, the counselor education program maintains a continuous evaluation policy of students. When students demonstrate personal limitations that might impede future performance, or consciously violate ethical standards and/or are ineffective and/or harmful to clients, they will not receive instructor endorsement to continue in clinical courses. Assignments and Activities

1. Transcripts & Tapings (Transcription & Taping #1 and Transcription & Taping #2): Students will submit two verbatim transcripts (see example) and two video clips to the instructor. The transcript is a verbatim record of a counseling interview. You will find the instructions for this transcript at the end of Chapter 7 in Learning the Art of Helping 5thed. (p. 161-162). Please do not deviate from this format. The transcript should be typed on a word processor and in tables at least size-12 font. Leave room in the margin for comments (minimum of 1 inch margins). The reason for the tables is that they make it easier to see how your response affects the client’s response. The typewritten transcripts, video clips, and self-assessments should be submitted in an envelope with the tape, which is to be set at the beginning of the portion that you transcribed. The length of the section for transcription will be aslong as it needs to be; however, your total time for taping should not exceed this amount:

Transcription & Taping #1 (10%of final grade; see rubric): 5 minutes Transcription & Taping #2 (15% of final grade; see rubric): 7-9 minutes

A 2-page (double-spaced) self-assessment for each of the sessions should also be submitted for review by the instructor. Included in the self-assessment should be: (a) an identification of the client is presenting concern, and (b) the student’s self-assessment of the taped counseling session.

a. Guide for Writing the Self-Assessment Portion of Your Counseling Session: The following questions may help you analyze your work that is included in your transcript:i. What were you thinking or feeling when the client said that?

ii. Were you able to respond to the client’s content and/or feelings?iii. What alternative response could you have given your client?iv. What were the nonverbal behaviors of your client?v. How did you demonstrate that you were open to your client?

vi. What, if any, verbals or nonverbals demonstrated your emotions (such as approval, disapproval, relief, anxiety, etc.) at what your client said or did?

vii. Overall, what did you do well? What would you like to improve on and how will you do so?

Course Objectives Assessed: 1.a., 1.b., 1.c., 1.d.; 2.a.; 3.a.; 4.a.; 5.a.; 6.a.; 10.

2. Final Transcripts & Tapings & Self-Completed Counselor Competencies Scale (CCS; 25% of the final grade):One final 15-minute videotape demonstrating your grasp and appropriate use of the skills learned during the semester will be completed with analysis. One advanced technique will be required in addition to the basic nonjudgmental listening sequence. This tape and self-assessment will be turned in to the instructor for evaluation by the due date on your syllabus. Also, students will complete a Self-Evaluation of the CCS.

Please answer the following questions (3-4 pages, double-spaced): a. What issue(s) did the client present in session?

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b. What is your hypothesis about the client?c. What were your strengths and challenging points in the session?d. What responses would you change if you had it to do all over again (focus on the key responses)?e. What client issues do you think should be addressed in future sessions?f. What techniques/interventions would you use to work on these issues?g. Identify two counseling interventions you used in the session and explain your rationale for each one.h. What questions would you have for your supervisor in working with this client?i. What have you improved on from your first tape? What are your growth areas?j. Overall, how has viewing video and transcribing sessions helped in your growth as a future

counselor?

Completion of the Counselor Competencies Scale (CCS)MHS 6401: Techniques of Counseling is where students gained knowledge and develop their counseling skills to be effective and ethical counseling practitioners. As such, MHS 6401: Techniques of Counseling is the time for students to practice and build on their counseling skills, as well as to demonstrate professional dispositions (dominant qualities) and professional behaviors. As a means to assess student progress, the Counselor Competencies Scale (CCS) will be used to measure counseling students’ skill development and professional competencies. Additionally, the course instructor will use the CCS will provide counseling students with direct feedback regarding their counseling skills, professional dispositions, and professional behaviors (each of which is summarized below), offering students practical areas for improvement to support their development as effective and ethical professional counselors. You will need to turn in a self-evaluation using the CCS, with your final tape.

Counseling Skills (CACREP Standards II.G.2, II.G.5, & II.G.7):Nonverbal skills, encouragers, questions, reflections (content, feelings, meaning, summarizing), confrontation, goal setting, focus of counseling, facilitating a therapeutic environment

Professional Dispositions (CACREP Standards II.G.1, II.G.2, II.G.3, & II.G.5):Ethics, professionalism, self-awareness/self-understanding, emotional stability & self-control, motivation, multicultural competency, openness to feedback, boundaries, flexibility & adaptability, congruence & genuineness

Professional Behaviors (CACREP Standards II.G.1, II.G.3, II.G.5, II.G.7, & II.G.8):Attendance & participation, knowledge & adherence to clinic policies, record keeping, knowledge of professional literature, application of theory to practice, case conceptualization, consultation, psychosocial & treatment planning, appraisal, referral

Course Objectives Assessed: 1.a., 1.b., 1.c., 1.d.; 2.a.; 3.a.; 4.a.; 5.a.; 6.a.; 7.a.; 8.a.; 9.; 10.

3. Weekly Quizzes (22% of final grade):The development of your professional identity and your understanding and knowledge of counseling skills and techniques is paramount to your continued professional development. The quizzes will cover material from assigned readings. A quiz consisting of ten multiple choice and True/False questions will be given (plus two extra credit questions per quiz). The quizzes are to prepare students to take and successfully pass the Professional Orientation component of the NCE/Praxis/CPCE upon graduation and to assess students’ understanding of the reading. The quizzes will be given at the beginning of each class and students will be able to drop their lowest quiz grade. If a student is tardy or absent from class, he or

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she will be unable to make-up the quiz. (12 quizzes, 11 of which count – one each class on assigned reading).

4. Consultation Assignment (8% of final grade): The purpose of this project is to begin to reflect upon and identify those skills and competencies you will need to function effectively in the role of a consultant in different settings. This assignment should comply with the APA (2010) Publication Manual.Course Objective Assessed: 11

Instructions:a. Identify two different settings in which you may be employed as a professional counselor (e.g.,

school, college, community mental health agency, substance abuse treatment center, hospital, organization, private practice, etc.).

b. For each setting, identify the client population you would be counseling (e.g., children, adolescents, college students, adults, couples, families, etc.).

c. For each setting, identify the particular problems/diagnoses you might find among the population (e.g., ADHD, behavior problems, academic problems, substance abuse, severe mental illness, etc.)

d. Identify and read at least two journal articles and/or textbooks for each area that discusses the role and function of the consultant in that setting/situation. Attach the first page/abstract to your report.

e. Write a 3-4 page report that addresses the following: Describe the two settings and their respective client population and problems/diagnoses. Describe the model of consultation (e.g., mental health, behavioral, organizational) that you

would use in your settings. Describe the role and function of the consultant in the setting/situation. Who are the consultees? Who are the clients? Describe the process of consultation. Describe the competencies that you would need to work as a consultant in the setting/situation.

5. In-Class Presentation (10% of final grade):Each student will construct a presentation describing counseling technique; the theory it originates from; its effectiveness through a literature review; the populations for whom or settings in which the technique may be most effective or least effective; the rationale for further research; and a live demonstration of the technique. Each student will pass out a one-page typed handout describing the technique in his or her presentation to all students and instructor. The presentation will be approximately 15 minutes. This assignment should comply with the APA (2010) Publication Manual.

6. Attendance & Participation (10% of the final grade):Given the interactive nature of this course, attendance and participation is necessary in order to develop knowledge and skills to be ethical and effective counseling and psychology professionals. Additionally, please be advised that due to the experiential nature of this course, missing any classes may be detrimental, as this could affect your performance in future courses, such as practicum, that are integral to your success in this program.

a. Attendance: Due to the interactive and experiential nature of the course and in-class activities, discussions, readings lectures, it is required that students regularly attended class. If for any reason you find that you are unable to attend a class session, it will be your responsibility to personally

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contact the instructor prior to the scheduled class meeting. Each class meeting is worth two points. One point for attendance and one point for participation.

b. Participation: Participation in MHS 6401: Techniques of Counseling includes (a) having completed reading prior to class, (b) having completed all assigned work prior to class, and (c) participation in class activities (e.g., triadic practice) and giving/receiving respectful feedback to/from class members concerning the development of their counseling skills and self-awareness.

Being present in class & doing other activities (e.g., drawing, playing on computer, talking, using your phone) is not considered being actively involved or professional behavior.

ALL ASSIGNMENTS MUST BE TYPED, IN APA FORMAT, A HARD COPY MUST BE TURNED IN IF YOU HAVE ANY PROBLEMS WITH ASSIGNMENTS &/OR DUE DATES, PLEASE

CONTACT THE INSTRUCTOR PRIOR TO THE DUE DATE SO POSSIBLE ACCOMMODATIONS MAY BE MADE IF NECESSARY.

Please note: Any assignment not turned in at the designated classroom due date & time will result in ONE full letter grade reduction for each day late. Assignments not turned in within three days after the designated classroom due date & time will NOT BE ACCEPTED and result in a failing grade for the assignment. Emailed assignments will not be accepted.

Professionalism (Confidentiality & Ethics):In MHS 6401: Techniques of Counseling, you are entering an experience that involves a fair amount of role-playing and practice interviewing. Naturally, in the course of discussion, it is possible for a student colleague to say something personally important and confidential. It is your duty and ethical responsibility to maintain confidentiality. Homework assignments should also disguise the nature of any individual whom you may have interviewed. When videotaping a session with a role-playing or real client, be sure you have permission on tape for that interview to proceed. You are expected to abide by the American Counseling Association (2005) Code of Ethics, the American School Counselor Association (2010) Ethical Standards, International Association of Marriage and Family Counselors (2005) Ethical Standards & Guidelines, and National Association of School Psychologists (2000) Professional Conduct Manual. Also refer to the College of Education (2005) Code of Professional Conduct: http://education.ucf.edu/docs/accreditation/COE_Code_of_Professional_Conduct.doc

When You Play the Role of Client in Practice Sessions: You have the right and personal responsibility to share only as deeply as you want. All experiential exercises in this course are optional and you may stop participating in any exercise you wish without penalty. At the same time, if you find yourself not wishing to engage in these exercises, you may prefer to drop the course.

Practice:MHS 6401: Techniques of Counseling is a class in which you will be learning many new skills. The more you can practice, the faster you will improve. While it is important to understand the material in the textbooks, it is crucial that you be able to demonstrate the required skills.

Student Conduct & Academic Integrity:By enrolling in this UCF course, you have accepted the responsibility to abide by the policies and procedures set forth in the University of Central Florida Golden Rules (2012-2013). If you have questions concerning

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http://education.ucf.edu/docs/accreditation/COE_Code_of_Professional_Conduct.doc


student conduct and academic integrity, please use the following online address: www.goldenrule.sdes.ucf.edu

Cheating or plagiarism will result in a grade of 0 for the assignment. Breach of confidentiality is considered cheating and will result in a grade of F for the class. ACA Ethical Conduct violations will vary based on the seriousness of the offense but may include expulsion from the counseling program. Please consult UCF’s Golden Rule. Disclosing another student’s information as a counseling subject will result in a grade of F for this course.

Accommodating Students with Special Learning Needs:The Individuals with Disabilities Education Act of 1992 (IDEA; 20 U.S.C Section 1400 et seq.), the American with Disability Act of 1990 (ADA; 42 U.S.C., Section 12101 et seq.), and Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. Section 794 et seq.) requires the University of Central Florida provide “reasonable accommodations to any individual who advises us of a physical or mental disability.” Students wishing to receive some instructional accommodation because of a documented disability should meet with the instructor to discuss accommodations. Please arrange a meeting with me at your earliest convenience.

Inclement Weather Policy:In the event of inclement weather, class will be cancelled ONLY if UCF closes. Keep in mind that students are allowed ONE absence without incurring a reduction in points (if student contacts instructor prior to the scheduled class meeting). Thus, use your own discretion when deciding not to attend classes throughout the semester when inclement weather is not an issue. Classes cancelled due to UCF closing for inclement weather will be made-up at the end of the semester on designated days, which are stated in the course syllabi.

Other Considerations: As part of this profession, you are STRONGLY encouraged to join both the American Counseling

Association (ACA) and the Florida Counseling Association (FCA). Furthermore, it is suggested that you additionally join your specialty divisions (e.g., ASCA, IAMFC, or NASP).

Please do not allow cell-phones to interrupt class time. The instructor respectfully asks that you deactivate these prior to class. Thank you in advance for your cooperation.

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THE SYLLABUS, TENTATIVE SEMESTER OUTLINE, FORMAT OF ASSIGNMENTS, AND READINGS MAY BE ADJUSTED OVER THE COURSE OF THE SEMESTER

Topical Outline Class Day Topics Readings

should be done before classAssignments Due

August 23Week #1

Review Syllabus/Course Expectations

Initial CCS Introduction

None None

August 30Week #2

Helping as a Personal Journey

Practicum Overview

Chapters 1 Quiz # 1

September 6Week #3

Nuts and Bolts of Helping Consultation

Chapter 2 Quiz # 2

September 13Week #4

Therapeutic Relationship Invitational Skills

Chapters 3 & 4 Quiz #3Topics for In-Class Presentation Due

September 20Week #5

Reflecting Skills: Paraphrasing

Chapter 5 Quiz #4Consultation Assignment Due

September 27Week #6

GUEST LECTURER TBA Reflecting Skills:

Reflecting Feelings

Chapters 6 Quiz #51st Transcript & Tape Due

October 4Week #7

NO CLASS (Football)

October 11Week #8

Reflecting Meaning and Summarizing

Midterm CCS Review

Chapter 7 Quiz #6

October 18Week #9

Challenging Skills Chapter 8 Quiz #7

October 25Week #10

Assessment and the Psychosocial Interview

Goal Setting Skills

Chapter 9& 10 Quiz #82nd Transcript & Tape Due

November 1Week #11

GUEST LECTURER TBA Change Technique

Chapter 11 Quiz #9

November 8Week #12

Outcome Evaluation and Termination Skills

Chapter 12 Quiz #10

November 15 Advanced Skills: Part I Chapter 13 Quiz #11

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Week #13 PresentationsNovember 22Week #14

NO CLASS (Thanksgiving) Work on Final Transcript

November 29Week #15

Advanced Skills: Part II Chapter 14 Quiz #12Final Transcript & CCS DuePresentations

December 6Week #16

Review Final CCS Evaluations with Individual Students

Presentations

Directions for Tapes/Transcripts

Taping Instructions: The Counseling Clinic, Education Complex (ED), Room 192 will be available to tape practice sessions. Please call the clinic in advance at 407-823-2052 to schedule a time for your taping. All sessions you tape for a grade must be unrehearsed, without notes. This can be an invaluable learning tool and prepare you for your practicum experience. You may have the opportunity to view some live counseling sessions with your class.

Thoroughly introduce your client/scenario at the beginning of the tape– e.g., Sue is a 28 year old African American female who presents with relationship issues with her sister. She has come to counseling to discuss how to deal with what she sees as their “deteriorating relationship.” We will focus on XX, etc.

Formatting: use the format/tables in the example provided in this syllabus; label/number the responses – e.g., H1-C1; H2-C2, etc; label all of your statements (see p. 38 in your textbook – use skills from the right column); include a verbatim transcript; use proper punctuation and grammar in all materials handed in.

The Comments column of the table is for you to critique your specific responses as you go through the transcript – what you were doing and why or what you would have done differently (e.g., this was good because… or I should have said this… or I might have focused on that…).

The 2 page Self-Critique paper includes your responses to the questions in the syllabus as follows:1. What were you thinking or feeling when the client said that?2. Were you able to respond to the client’s content and/or feelings?3. What alternative response could you have given your client?4. What were the nonverbal behaviors of your client?5. How did you demonstrate that you were open to your client?6. What, if any, verbals or nonverbals demonstrated your emotions (such as approval, disapproval,

relief, anxiety, etc.) at what your client said or did?

Answer each question in depth with details and specifics, citing examples when appropriate (e.g., at H3, I could have said…..); give an overview of the entire session, your skills, and an assessment of how you feel about the session, your progress, outcomes, etc.

Watch for judgments (value labels), moral tone, “preaching” (colloquialisms/clichés – e.g., hard work usually pays off), advise-giving (you should. . .), working too hard (too many questions, talking longer than the client), excessive encouragers (head nodding/mm hmm/Ok/right), paraphrasing and asking a question in the same space or asking more than one question at a time.

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o Example of Judgments/Value Labels – “My family is coming for a week.” “Good!” (Perhaps client is distressed and now is

hesitant to tell you more)o Example of Agreeing with client’s perspective

Rather than – “he’s the problem,” say “in your mind. . .” or “. . .it sounds like you are saying. .”

o Example of Over/undershooting – Overshoot – You feel like he could care less about you. Undershoot – You feel like he’s too engaged with the TV. Correct – You feel neglected

Open/closed questions – some closed questions could be “open” if they elicit more than a Y/N, but it is preferable to ask open questions that require them to say more and that do not direct them to an answer (e.g., “What was it like for you when that happened?” is better than “Was it hard for you to go through that?” or “Was that hard for you or did you take it in stride?”).

Evaluate yourself using this rubric and hand this in with your transcript. Work must be in a manila envelope. Put your name on ALL materials.

Sample Transcript

For each of your tapings, you will transcribe your session on a form similar to the following example. In the far left column, list exactly what was said during the session, using H1 for the helper’s first statement and C1 for the client’s first statement. Repeat this labeling format for each subsequent response. In the center column, list the skill you used with that statement. In the comments column on the far right, list your thoughts about what you said, what you might have said differently, your observations about the efficacy of your response based on what the client said, and any other observations you make regarding your skills during the session. At the end of the transcript, provide a page or two to reflect upon the overall session: How did you feel about what transpired? Did you use the appropriate skills? What nonverbals did you note during the session and when you were reviewing the tape? What was difficult for you? What did you do well? What would you change in your next session? What did you learn?

Client and Helper Responses The Skill You Used CommentsH1: What would you like to talk about today?

Open Question I think I will try something less “canned” next time, such as “How would you like to begin?”

C1: I am having a problem with my boyfriend.H2: Tell me more about that. Minimal Encourager and

Door OpenerShe paused as if she wanted me to say something, so I encouraged her to continue.

C2: I think he is keeping something from me. He is acting differently and seems very distant. He has never been like this before.

She appeared to be afraid. I should have paraphrased or asked her to tell me about her feelings or about what she meant by “different” and “distant.”

H3: Have you been dating for a while? Closed Question The client is very distressed, so this question seems pointless and very invalidating as I look at

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it now. It seems like I totally washed over her deep concerns and feelings.

Etc…

Rubric Scoring Guide:

Unacceptable = Student Does Not Demonstrate Competency at the Current LevelDeveloping = Student Does Not Demonstrate Competency at the Current Level;

however, the Student Demonstrates Some Level of Proficiency Proficient = Student Demonstrates Competency at the Current LevelExemplary = Student Demonstrates Strong Competency at the Current Level

Transcription & Taping #1 RubricComponent Unacceptable Developing Proficient Exemplary Score

1. Taping:Video is clear and you can hear both the counselor and client. Appropriate length is filmed. 0 2 4 6

2. Transcription:Transcribing is verbatim, accurate, and reflects the complete conversation between counselor and client. Directions for Tapes/Transcripts is adhered to

0 4 8 10

Therapeutic Relationship & Nonverbal Skills3. Counselor’s body language:Counselor makes eye contact consistently with client; body language is open; counselor appears attentive, warm and caring, appropriate voice tone, distance from client, posture.

0 N/A N/A 2

4. Invitational Skills:Use of door openers and minimal encouragers. Open and closed questions are used appropriately (more open than closed) and the client is given ample time to respond before more questions are asked. Counselor avoids WHY questions. Use of attentive silence when appropriate.

0 N/A N/A 2

5. Basic Reflection of Content: Counselor accurately paraphrases and reflects client statements. Reflections are of minimal length and are to the point.

0 N/A N/A 2

6. Self-assessment Paper:Addressed all questions for self-assessment thoroughly 0 4 6 8Total Points

/30

Instructor Feedback:

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Transcription & Taping #2 RubricComponent Unacceptable Developing Proficient Exemplary Score

1. Taping:Tape is labeled, cued, and turned in an envelope. Video is clear and you can hear/see both the counselor and client. Appropriate length is filmed.

0 N/A N/A 3

2. Transcription:Transcribing is verbatim, accurate, and reflects the complete conversation between counselor and client.

0 2 6 8Therapeutic Relationship & Nonverbal Skills

3. Counselor’s body language: Counselor makes eye contact consistently with client; body language is open; counselor appears attentive, warm and caring, appropriate voice tone, distance from client, posture.

0 1 2 3

4. Invitational Skills:Use of door openers and minimal encouragers. Open and closed questions are used appropriately and the client is given ample time to respond before more questions are asked. Counselor avoids WHY questions. Use of attentive silence when appropriate.

0 1 2 3

5. Paraphrasing:Counselor accurately paraphrases client statements. No parroting of what client has said. If client talks at length, counselor politely interrupts to interject timely reflections and control the session. Reflections are of minimal length and are to the point.

0 1 2 3

6. Reflecting feeling: Accurate and appropriate reflection of feelings -- not over or under shooting the degree of emotions.

0 1 2 3

7. Reflecting meaning:Student demonstrates ability to use reflection of values, core beliefs and meanings to take client to a deeper level. Additionally, summarize the end of the session.

0 1 2 3

8. Summarizing:Counselor demonstrates appropriate use of summarization 0 1 2 3

9. Challenging Skills:Counselor demonstrates ability to provide client feedback and/or challenges to client and recognizes and evaluates inconsistencies.

0 1 2 3

10. Addressing unused skills:If all skills listed above are not used, include an additional paragraph in which you address each of the unused skills at

0 1 2 3

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the end of the transcript. Explain where they would have been most effective and where this might have taken the session. Give 2 examples of each unused skill.11. Self-assessment paper:Two full pages with meaningful, in depth reflection of the overall use of skill and the session itself. See the syllabus for issues/topics to address.

0 2 6 10

Total Points/45


Final Transcription & Taping RubricComponent Unacceptable Developing Proficient Exemplary Score

1. Taping:Video is clear and you can hear both the counselor and client. Appropriate length is filmed.

0 2 5 7

2. Transcription:Transcribing is verbatim, accurate, and reflects the complete conversation between counselor and client.Directions for Tapes/Transcripts is adhered to

0 4 8 10

Therapeutic Relationship & Nonverbal Skills3. Counselor’s body language:Counselor makes eye contact consistently with client; body language is open; counselor appears attentive, warm and caring, appropriate voice tone, distance from client, posture.

0 1 3 4

4. Invitational Skills:Use of door openers and minimal encouragers. Open and closed questions are used appropriately and the client is given ample time to respond before more questions are asked.. Use of attentive silence when appropriate.

0 1 3 4

5. Paraphrasing –Counselor accurately paraphrases client statements. No parroting of what client has said. If client talks at length, counselor politely interrupts to interject timely reflections and control the session. Reflections are are to the point.

0 1 3 4

6. Reflecting feeling: Accurate and appropriate reflection of feelings -- not over or under shooting the degree of emotions.

0 1 3 4

7. Reflecting meaning:Student demonstrates ability to use reflection of values, core beliefs and meanings to take client to a deeper level.

0 1 3 4

8. Summarizing:Counselor demonstrates appropriate use of summarization. Additionally, includes summary at the end of the session.

0 1 3 4

9. Challenging Skills:Counselor demonstrates ability to provide client feedback and/or challenges to client and recognizes and evaluates inconsistencies.

0 1 3 4

10. Goal Setting: Counselor encourages the client to identify how the situation might be resolved. Counselor identifies client’s strengths and utilizes client resources in this process. Counselor involves the client in setting a goal.

0 1 3 4

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11. Change skills: Student demonstrates ability to use change skills. 0 1 3 412. Advance technique: Student demonstrates ability to use one advanced technique. 0 1 3 413. Addressing unused skills:If all skills listed above are not used, include an additional paragraph in which you address each of the unused skills at the end of the transcript. Explain where they would have been most effective and where this might have taken the session. Give 2 examples of each unused skill.

0 1 3 4

14. Self-assessment Paper: All points below are addressed; proper format,grammar, and punctuation is used.. Each question is a separate section.

0 4 8 14

Total Score /75

In Class Technique PresentationComponent Unacceptable Developing Proficient Exemplary Score

1. Technique:Technique is clearly, thoroughly, and accurately described. Includes the theory it originates from, its effectiveness through a literature review (research), populations or settings for whom or settings which the techniques in which the technique may be most effective or least effective.

0 2 6 8

2. Demonstration:Demonstration of the technique by using another student as the ‘client’ during your presentation.

0 2 6 8

3. Handouts:Handouts for fellow students are clear, grammatically correct, and fully explanatory so that others will feel they have a clear understanding.

0 2 4 6

4. Presentation Quality:Presenter is clear and appears knowledgeable of the technique; professional delivery (PowerPoint recommended); remains within 15 minute limit.

0 2 6 8

Total Score /30


Consultation PaperComponent Unacceptable Developing Proficient Exemplary Score

1. Description of Setting:Student identified and described two settings and their respective client population and problems/diagnosis.

0 1 2 3

2. Description of Consultation Model:Student described the model of consultation that they would use in the identified settings.

0 1 2 3

3. Description Consultant:Student described the role and function of the consultant in the settings.

0 1 2 3

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4. Description of Cliental:Student described who are the consultees and clients. 0 1 2 35. Description of Consultation Process:Student described the process of consultation and the competencies needed to work as a consultant in the identified settings.

0 1 2 3

6. Overall adherence to Publication Manual (e.g., APA, 2010) 0 1 2 47. Overall Comprehensiveness & Quality 0 1 3 5Total Score /24


Guidelines for Feedback

Feedback is a form of discourse that takes place in a here-and-now interaction and provides information to help the receiver recognize the impact of his or her words or behaviors. To be effective, feedback must be kindly delivered by the sender and graciously accepted by the receiver, without becoming defensive or hurt. It is conveyed in such a way that the relationship remains intact.

Delivering feedback effectively:

Be specific when you describe the behavior of interest. What exactly has happened? What did the receiver do that elicited the feedback?

Deliver the feedback as quickly as possible following the behavior. Deliver the feedback directly to the receiver. Uses “I” messages to indicate that you assume full ownership and responsibility for what is being said. Addresses behaviors that can be changed, not traits or characteristics of which the receiver has no control.

Receiving feedback effectively:

Be open and listen first, without interrupting or immediately objecting to what is being said. Listen without turning the focus of the discussion back on the sender. Accept the feedback, rather than immediately refuting it. Recognize that the speaker has a right to his or her perceptions and to say what he or she is sharing. Be open and attentive to the sender and ask for clarification, if needed. Actively hear what is being said and try to understand what the sender means. Reflect upon what is being said about the behavior that prompted the feedback and accept responsibility

for that behavior. Convey a genuine interest in receiving the feedback and in making the appropriate personal changes.

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Learning the Art of HelpingConfidentiality Agreement

Establishing trust in the helping relationship and providing a safe place for personal disclosure are hallmarks of the helping professions. These characteristics are facilitated by the ethical practice of maintaining confidentiality within the helping relationship and part of your professional development is to learn to respect what is disclosed by others. Throughout this course, it is possible that personal information will be shared; therefore, learning to maintain confidentiality is essential. By signing this form, you are agreeing to keep your fellow students’ personal disclosures to yourself. You may describe the general the activities of the class to others, but it would be highly inappropriate to disclose another student’s personal information to someone not in this class or to discuss/gossip about what is shared in your private sessions with other classmates who are not present in those sessions.

However, confidentiality has its limits. Under certain conditions, such as those involving physical safety, it is necessary for you to advise the instructor, who will determine if formal reporting is in the disclosing student’s best interests.

CLASS GUIDELINES

Personal information shared in the class is the property of the class and is not to be taken outside of this context.

You are free to participate or not, but others in the class are free to give you feedback either way. You will be the one to decide your comfort level for disclosure. No one will be forced to discuss issues

that elicit discomfort or that take you “deeper” than you want to go. Fully attend to the person sharing. Listen with your ears, observe with your eyes, pay attention to what

you are feeling, and reflect upon your reactions. Use “I” statements when giving feedback. Be concrete, specific, and objective. Give feedback based on your experience of the issue at hand and clarify when you are unsure about what

the other is saying. Do not probe or ask a lot of questions, particularly when they serve you more than they will help the other person.

Practice being “real” in the class. You get out of this class what you put into it. If you choose to raise a personal issue that leads to a strong emotional reaction, your instructor may refer

you to counseling services outside of the context of the class.

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I agree to the conditions stated above.

___________________________________________ ___________________Student’s signature Date

Triadic Practice:

A substantial portion of the class will be devoted to stimulated or “practice” counseling sessions in which students will rotate among the following three roles: (a) Counselor, (b) Client, and (c) Observer. Each student will equally participate in these three roles. These sessions may be audio taped, video-taped, or monitored by the instructor during class. Some ideal characteristics of each role includes the following:

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

Client: A student in this role should exhibit genuineness, honest effort, openness and present orientation. In the role of “client”, students are asked to draw upon scripted or fictitious starting plots and play the role of a client. Also, the “client” is expected to provide feedback to the counselor at the conclusion of the activity. In addition, the “client” should reflect on the activity and relate it to their own counselor development.

Observer: This role calls for close attention to the process occurring between the counselor and the client and an ability to relate what occurs in the practice session to the learned material. It also calls for a development of the ability to give constructive feedback. The person in this role will take notes to be used as feedback for the counselor. In addition, the “observer” should reflect on the activity and relate it to their own counselor development.

Scenarios: For each triad practice session, a scripted or fictitious scenario that start a client story and counseling situation will be provided. The “client” is expected to utilize the provided information and add his or her own fictitious information to develop the “client” character. However, the “client” should keep the story and script appropriate and meaningful for the activity and skill development of the “counselor”.

Additional ResourcesHelpful Websites

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American Counseling Association (ACA) www.counseling.orgAmerican School Counselor Association (ASCA) www.schoolcounselor.orgInternational Association of Marriage and Family Counselors (IAMFC) www.iamfc.orgAmerican Mental Health Counselor Association (AMHCA) www.amhca.orgFlorida Counseling Association (FCA) www.flacounseling.orgFlorida School Counselor Association (CSCA) www.fla-schoolcounselor.comNational Board of Certified Counselors (NBCC) www.nbcc.orgCouncil for Accreditation of Counseling and Related Education Programs www.cacrep.org(CACREP)Chi Sigma Iota (Counseling Academic and Professional Honor Society www.csi-net.orgInternational)

Scholarly Works

Benjamin, I. (1987). The helping interview with case illustrations. Boston, MA: Houghton Mifflin.Beier, E. (1961). The silent language of psychotherapy. Chicago, IL: Aldine.Brammer, L. M. (1979). The helping relationship - Process and skills (2nd ed.). Englewood Cliffs, NJ:

Prentice-Hall.Carkhuff, R. R. (1993). The art of helping VII. Amherst, MA: Human Resource Development Press.Combs, A. W., & Gonzalez, D. M. (1994). Helping relationships: Basic concepts for the helping professions.

Boston: Allyn and Bacon.Cormier, S. L., & Hackney, H. (1993). The professional counselor: A process guide to helping. Boston:

Allyn and Bacon.Danish, S., D’Augelli, A., & Hauer, A. (1980). Helping skills: A basic training program (2nd ed.). New

York: Human Sciences Press, Inc.Dillard, J. M., & Reilly, R. R. (1990). Systematic interviewing: Communication skills for professional

effectiveness. Columbus, Ohio: Prentice-Hall.Doyle, R. E. (1992). Essential skills and strategies in the helping process. Pacific Grove, CA: Brooks/Cole.Dym, B. (1995). Readiness and change in couple therapy. New York: Basic Books.Egan, G. (1998). The skilled helper (6th ed.). Monterey, CA: Brooks/Cole Publishing Co.Eisenberg, S., & Delaney, D. J. (1982). The counseling process (2nd ed.). Chicago, IL: Houghton Mifflin

Company.Evans, D.R., Hearn, M. T., Uhlemann, M. R., & Ivey, A. (1993). Essential Interviewing: A programmed

approach to effective communication. Pacific Grove, CA: Brooks/Cole.Fox, R. (1993). Elements of the helping process: A guide for clinicians. New York: Hawthorne Press.Gazda, G. M. (1994). Human relations development: A manual for educators.(5th ed.). Boston, MA: Allyn

and Bacon, Inc.Hackney, H., & Cormier, L. S. (1988). Counseling strategies and objectives (3rded.).

Englewood Cliffs, NJ: Prentice-Hall.Ivey, A. E. (1994). Intentional interviewing and counseling (3rd ed.). Pacific Grove, CA: Brooks/Cole.Ivey, A., & Gluckster, N. (1992). Basic attending skills. Amherst, MA: Microtraining Associates.Kottler, J. A. (2003). On being a therapist. San Francisco, CA: Jossey-Bass.Kottler, J. A. (Ed.) (1996). Finding your way as a counselor. Alexandria , VA: American Counseling

Association.Okun, B. F. (1996). Effective helping: Interviewing and counseling techniques (5th ed.). Pacific Grove, CA:

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http://www.csi-net.org/

http://www.cacrep.org/

http://www.nbcc.org/

http://www.fla-schoolcounselor.com/

http://www.nccounseling.org/

http://www.amhca.org/

http://www.iamfc.org/

http://www.schoolcounselor.org/

http://www.counseling.org/


Brooks/Cole Publishing Co.McClam, T., & Woodside, M. (1994). Problem solving in the helping professions. Pacific Grove, CA:

Brooks/Cole.Moore, D. G., & Moore, A. D. (1995) First steps in intervention. Boston: Brooks/Cole.Parsons, R. D. (1994). The skills of helping. Boston, MA: Allyn and Bacon.Patterson, L. E., & Welfel, E. R. (1994). The counseling process. Pacific Grove, CA: Brooks/Cole.Westra, M. (1996). Active communication. Pacific Grove, CA: Brooks/Cole. Young, M. E. (1992). Counseling methods and techniques: An eclectic approach. New York: Macmillan.

Recommended JournalsJournal of Mental Health CounselingJournal of Consulting and Clinical Psychology Journal of Counseling and Development Journal of Counseling Psychology Professional School CounselingThe Counseling PsychologistInternational Journal of Action Methods

The graphical representation of our conceptual framework is based on basic geometric shapes that aptly portray key aspects of the framework:

I. At the heart of the model are three concentric circles creating a "target" for graduates from all of our professional education programs. The core objective ("bull's eye") is becoming a Professional Educator, an

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achievement that requires continuous reflective practice (middle ring) and professional development aligned with applicable national, state, and institutional standards (outer ring).

II. The outer pentagon of the conceptual framework represents five broad orientations regarding the preparation of professional educators (Academic, Teaching/Scientific, Practical, Critical/Social, and Humanistic), which serve as a broad foundation for the framework.

III. Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-in-motion is our circle of core beliefs (Research Base, Best Practice, Life-Long Learning, Ethics, Social Justice, Equity, Diversity, Caring, Democracy, Academic Standards, and High Quality Education).

IV. Note that the triangle represents the three major dimensions of professional development: Knowledge (Subject Matter Pedagogy, Ethical Standards), Skills (Communication, Systematic Inquiry), and Dispositions (Professional Commitment, Professional Collaboration). The next three overlapping triangles represent three broad levels of professional development: Pre-professional, Professional, and Accomplished (note the physical progression indicating that professional development always moves in the direction toward Professional Educator).

Florida Educator Accomplished Practices (FEAP, 2010)

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:i. Aligns instruction with state-adopted standards at the appropriate level of rigor;

ii. Sequences lessons and concepts to ensure coherence and required prior knowledge;iii. Designs instruction for students to achieve mastery; iv. Selects appropriate formative assessments to monitor learning; v. Uses diagnostic student data to plan lessons; and

vi. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:i. Organizes, allocates, and manages the resources of time, space, and attention;

ii. Manages individual and class behaviors through a well-planned management system;iii. Conveys high expectations to all students;iv. Respects students’ cultural linguistic and family background; v. Models clear, acceptable oral and written communication skills;

vi. Maintains a climate of openness, inquiry, fairness and support;vii. Integrates current information and communication technologies;

viii. Adapts the learning environment to accommodate the differing needs and diversity of students; andix. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals.

7. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: i. Deliver engaging and challenging lessons;

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ii. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

iii. Identify gaps in students’ subject matter knowledge;iv. Modify instruction to respond to preconceptions or misconceptions;v. Relate and integrate the subject matter with other disciplines and life experiences;

vi. Employ higher-order questioning techniques;vii. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding;viii. Differentiate instruction based on an assessment of student learning needs and recognition of

individual differences in students;ix. Support, encourage, and provide immediate and specific feedback to students to promote student

achievement; andx. Utilize student feedback to monitor instructional needs and to adjust instruction.

8. Assessment. The effective educator consistently:i. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning

needs, informs instruction based on those needs, and drives the learning process;ii. Designs and aligns formative and summative assessments that match learning objectives and lead to

mastery;iii. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;iv. Modifies assessments and testing conditions to accommodate learning styles and varying levels of

knowledge;v. Shares the importance and outcomes of student assessment data with the student and the student’s

parent/caregiver(s); andvi. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement.The effective educator consistently: i. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’

needs; ii. Examines and uses data-informed research to improve instruction and student achievement;

iii. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

iv. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

v. Engages in targeted professional growth opportunities and reflective practices; andvi. Implements knowledge and skills learned in professional development in the teaching and learning

process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

FDOE Florida Subject Area Competency (FSAC): Guidance and Counseling PK-12 (Section 18) standards (2009)

Knowledge of Counseling (Competence #1) Apply counseling theories and techniques appropriate to specific situations and populations.

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Demonstrate knowledge of appropriate listening and responding skills. Identify major counseling approaches appropriate for specific developmental levels Demonstrate knowledge of behavior change strategies

Knowledge of consultation, collaboration, and coordination (Competence #5) Identify components essential to a consultation model. Identify effective communication techniques that inform the community about services rendered

through the guidance program.

Knowledge of social and cultural diversity (Competence #10) Demonstrate knowledge of counselor responsibility to address biases in self and in others relative to

diversity within the school and surrounding community.

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catherine griffith, ph.d.€¦ · web viewmhs 6401: techniques of counseling should follow mhs...

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