CED 577 1 Arizona State University Counseling and Counseling Psychology CED 577 Please Go Green In an effort to go green, all course materials including the syllabus, supplemental readings, review forms, and so on are available for download at the Blackboard. I encourage you to read and submit your papers online or print double-sided all of the course materials. Instructor Gulsah, Ph.D. Payne Hall 446k 480-727-4069 gkemer@asu.edu Class Schedule/Location Monday 9:00 am 11:50 am Payne Hall 401 Office Hours Only by appointment Text Books Required Hackney, H., & Cormier, S. (2013). The professional counselor: A process guide to helping (7 th ed.) Upper Saddle River, NJ: Pearson. Teyber, E., & McClure, F. H. (2011). Interpersonal process in therapy: An integrative model (6 th ed.). Belmont, CA: Brooks-Cole. Recommended Gehart, D. (2012). Theory and treatment planning in counseling and psychotherapy. Pacific Grove, CA: Brooks/Cole. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2012). Essentials of intentional interviewing: Counseling in a multicultural world (2 nd ed.). Belmont, CA: Brooks-Cole. *See Blackboard for the other readings. You are welcome to upload relevant articles and resources as well. COURSE DESCRIPTION The main focus of this pre-practicum course is on developing helping skills, specifically learning how to establish a professional relationship and therapeutic alliance, develop and integrate basic
CED 577 2 and advanced counseling skills, enhance self-awareness, consider in- and out-of-session choice points and being intentional in intervention selections, become aware of interpersonal dynamics of the counseling session, and maximize learning from your peers through mini-supervision. The course is designed to complement your other coursework and experiences and to provide you with the opportunities to integrate client-, theory-, process-, self-, and other related information into your counseling practices as well as development as professional counselors. In class there will be lectures, discussions, video viewing, demonstrations, and practice. The textbooks and readings focus on basic and advanced counseling skills as well as counseling process. We will also discuss theory in class but mostly in the context of practice so be sure to be prepared with the readings of the week. Supplemental readings may be uploaded to the blackboard as the class progresses. You will be expected to practice the skills of counseling with fellow students. During the mock counseling sessions, you will be videotaped. As part of the mock sessions, you will be expected to observe other students and give them feedback. You will also get feedback from a senior student. You must be open to receiving and responding to feedback appropriately to become competent and effective in your practices. This is the pre-practicum course and you must successfully demonstrate that you are ready by the end of this course before you are allowed to enroll in the practicum. COURSE OBJECTIVES For students to: 1. learn about the history and philosophy of the counseling profession, 2. understand the application of theory in the practice of counseling, 3. understand self-care strategies appropriate to the counselor role, 4. become knowledgeable about and sensitive to the needs of clients on the basis of their culture, nationality, race, ethnicity, gender, sexual orientation, education, SES, disability, and spiritual or religious affiliation, 5. understand the process and phases of counseling (e.g., intake, assessment, referral, intervention, evaluation, termination, and follow-up), 6. become knowledgeable about counseling supervision models, practices, and processes, ethical standards of professional organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling, 7. understand the counselor-client relationship (e.g., appropriate boundaries) and counselor characteristics, values, and behaviors that influence the helping processes, 8. demonstrate an understanding and application of essential interviewing and counseling skills,
CED 577 3 9. learn how to apply counseling techniques, interventions, and different types of counseling (e.g., individual, couples, family, group, and community), 10. recognize an orientation to wellness and prevention as desired counseling goals, 11. be able to thoughtfully describe their theoretical philosophy and orientation, 12. demonstrate self-awareness, sensitivity to others, and skillfulness in relating to diverse individuals, groups, and classrooms, 13. understand a variety of methods and theories related to mental health counseling including methods, models, and principles of clinical supervision COURSE ASSIGNMENTS 1. Class Attendance and Participation (6 points) Because of the experiential format of the course, much of the integration and synthesis of course content will occur in class (based on readings and discussions). Any absences should be discussed with me in advance (in person or by e-mail). Absences will affect your final grade. Experiential format also requires you to be responsible for critically reading and preparing for class. Preparing for class is operationally defined as arriving to class prepared to raise questions and make comments based on the reading for that week. Active participation throughout the semester, evidenced by thoughtful questions, comments, and responses to questions in a respectful atmosphere of give-and-take demonstrate your accepted responsibility for your learning in this course. Also, we will conduct role-plays and mock counseling sessions, some of which will be videotaped. You are expected to critically reflect on your own work as a developing counselor as well as provide constructive feedback to your classmates. Evaluation rubric: Attendance: You are expected to attend all of our classes. If you make two absences, you will lose 2 points from your final grade total points. You will lose an additional 3 points if you have the third absence. You will receive an F grade if you have more than three absences in this class. Preparation and Participation: You are expected to read and prepare for class, and actively participate in class discussions, role-plays, and exercises. You will receive 6 points for consistent demonstration of completion and understanding of the assigned readings as well as participation and demonstration of initiative in most class discussions and activities; 4 points for demonstration of completion and understanding of the assigned readings as well as participation and demonstration of initiative in some class discussions and activities; 2 point for inconsistent preparation and participation; 0 points for other.
CED 577 4 2. Self-Awareness Project (7 points Due on January 19) Complete the online personality test based on the Jung/Myers-Briggs typology at www.humanmetrics.com/cgi-win/jtypes1.htm (If you have taken the test for another course requirement since you have started the MC program, you can use those results). Upon completion you will be provided with a description of your personality typology. Attach the initial typology page to a 2 to 3 page reflection/reaction paper. This reaction paper should include your thoughts about how your personality type shapes your personal style of helping in counseling and what appear as your potential strengths and areas that you need to grow throughout your training and potentially after. Please follow APA style and formatting in your paper. Evaluation rubric: Evaluation will be based on the clarity of your elaboration and the thoughtfulness of your reflection. A thoughtful well-written reflection/reaction will receive 7 points. Points will be deducted if descriptions are vague and/or lacking in specificity and clarity (Thoughtfulness of the reflection = 5 points, Clarity of the elaboration = 2 points). 3. Self-Assessment of Counseling Skills (20 points Due on May 6) In 4 to 5 pages describe and evaluate your counseling skills during the semester. Throughout the semester you should practice your listening/attending and empathy skills in class and outside of class. During the in-class dyadic practices and the mock counseling sessions, you will receive feedback from the reviewers and fellow students. Outside of class you should solicit feedback from your peers, friends, and others about your listening/attending and empathy skills. In the first part of this paper, for each conversation experience, you should write down the following: (1) The situation (e.g., in-class dyad, mock counseling session, informal conversation), (2) Who you were listening/attending to and/or empathizing with (e.g., fellow student, spouse, friend), (3) The timeline it occurred during the semester, such as first mock counseling session, in early March), etc., and (4) The specific feedback you received (e.g., My spouse told me that I accurately attended to her feeling of frustration, A student told me that my stare was too intense, Several students told me that I was fidgeting too much during the mock session. ) After you have collected all of that feedback throughout the semester you should thoughtfully consider all, and then, summarize what you believe your major strengths and areas that you need to grow more in the following semesters are in regard to your basic listening/attending and empathizing skills. Please follow APA style and formatting in your paper. Evaluation rubric: Evaluation will be based on the clarity of your summarization and the thoughtfulness of your evaluation. You will receive 20 points for a thoughtful well-written summary. Points will be deducted if descriptions are vague and/or lacking in specificity and clarity (Thoughtfulness of the evaluation = 15 points, Clarity of the summarization = 5 points).
CED 577 5 4. Mock Counseling Sessions and Mini-Supervision (27 points) In the mock counseling sessions, you will counsel a fellow student for three 30-minute sessions at the Counselor Training Center (CTC). When playing the role of counselor, you will be taped and observed by the observer students, an external observer, and me. You will play all of the following roles: Counselor & Supervisee: During the weeks that you are the counselor of the mock counseling sessions, you will also become a supervisee where you will receive feedback from your peers and an external reviewer. For your counselor role, the sessions will start automatically, but it is your responsibility to make sure that the counseling room is ready (e.g., the furniture is located properly within the camera view; the box of tissues and the clock are available). Your tasks as a counselor are to (a) use the basic listening and attending skills we discussed in class (e.g., open questions, minimal encouragers, paraphrasing, reflection of feeling, etc.) and (b) maintain a stable counseling structure (e.g., start/end the session on time, play the counselor role in a professional and consistent manner). Your goals are to establish a therapeutic counseling relationship, accurately understand what your client is saying and feeling (i.e., empathy), and provide a safe environment for your client to talk about his/her problems. Your focus must be on practicing helping skills related to building rapport/establishing a working alliance and understanding/assessing your client s problem. You are NOT expected to solve your client s problem, implement any interventions, or conduct a termination session. Specifically, you, as a counselor, should plan on doing the following: 1 st Mock Counseling Session: Opening the session + Getting to know the client + Building rapport/establishing a working alliance (basic listening and attending skills) + Ending with a small summarization of what you have just talked about in the session 2 nd Mock Counseling Session: Small summarization of the first session + Building rapport/establishing & maintaining the working alliance (basic listening and attending skills) + Assessing the client s problem + Session management (e.g., starting and ending on time) + Ending with a small summarization of the session 3 rd Mock Counseling Session: Small summarization of the previous session + Building rapport/establishing and maintaining the working alliance (basic listening and attending skills) + Maintaining the assessment of client s problem + Session management (e.g., starting and ending on time) + Ending with a small summarization of all three sessions After your session, set a time to review the video in the CTC (preferably within the next 24 hours). Along with the peer feedback forms you received from your observers fill the Session Review Form (see on Blackboard) out by addressing how you tried to use each of the 17 skills. Both your responses to the Peer Feedback Exchange Forms (see the observer role) and Session Review Form are due following Wednesday at 5:00 pm. Turn your Session Review
CED 577 6 Form in the proper week of Mock Counseling Sessions under the assignments on the Blackboard. Please turn your completed Peer Feedback Exchange Forms in to me in the following class. For your supervisee role; your peer observers, an external observer, and I will observe and give you formative and summative feedback on your performance as a counselor. Following each of your mock counseling sessions, you will meet your peers (the client and the observers) for a 20- minute mini-supervision session. In these mini-supervision sessions, the observers will provide you verbal and written peer feedback regarding your performance, specifically behaviors/skills that enhanced and hindered your session performance. Your client, peer student, is also expected to elaborate on the observers feedback. As a supervisee you will be expected to comprehend on and discuss your own experience as well as the feedback you receive from your peers. In your Session Review Form, you will also be expected to elaborate on the feedback you received in your mini-supervision sessions. We will be discussing in class ways to take advantage of supervision opportunities. More details and specific schedule will be provided in class. Client: During the mock counseling sessions, you will also serve as a client for another student/counselor. The session will be recorded and the observer students, an external observer, and I will be observing the session. It is suggested that you choose a real but not serious problem to discuss. Examples of topics are stress experienced by the tasks of different courses you are taking this semester, indecision about career plans, conflict in close relationships, etc. It is also important that you should NOT try to challenge or make it easy for your counselor by intentionally being hard or easy. Just be yourselves and remember how it feels like to be in the counselor role. In mini-supervision sessions, you are expected to talk about your own experience as a client and elaborate on the observers feedback on the counselor s performance. Observer: As part of mock counseling sessions, you will be expected to view other sessions and give verbal and written feedback to those who you observe. Two observers will review each session. As part of your observer role, each time you will take one of the two roles (client or counselor) that you will view the session from the perspective of. Please make sure that you alternate the roles each time and will not pick the same role with the other observer of the session. While viewing the session, you will use and fill the Peer Feedback Exchange Form (see Blackboard) out to provide constructive feedback, which focuses on both the strengths and the areas to improve. You should also take notes on a separate paper as you observe so you will be prepared discuss the feedback. After each mock counseling session, a mini-supervision session will take place where you will share your feedback and observations with the counselor and further discuss your feedback. You are required to fill out Peer Feedback Exchange Form while you are viewing the session and submit it to the counselor at the end of the minisupervision. Evaluation rubric: You will be graded for all of your roles in this practicum experience. Missing any parts of mock counseling sessions (including roles as client or observer) is NOT desired and may result in failing this assignment.
CED 577 7 Counselor & Supervisee Roles: I will be observing and evaluating your performance as a counselor and a supervisee. You will be provided with the external reviewer s written feedback in the following week of your sessions. If you participate on all three days, demonstrate adequate helping skills and involvement to mini-supervision, and submit necessary review forms on time, you will pass and get 21 points. Adequate helping skills are defined as your ability to (a) appropriately use open-ended questions, minimal encouragers, paraphrases, reflections of feeling, summarizations, etc., (b) display professional and ethical behavior in the relationship with your client, including keeping appointments, keeping client content confidential, and treating the client with respect and (c) appropriately maintain the counseling structure (e.g., make sure the counseling room and equipment are ready, start/end the session appropriately/on time). Adequate involvement to mini-supervision is defined as being open to discuss your experience as a counselor and receive feedback from your peers, and being willing to use/implement those feedbacks in your upcoming sessions. You are required to submit your Session Review Form by following Wednesday at 5pm after your session to Blackboard and bring your ratings on the Peer Feedback Exchange Form with you to the next class. Absences or failure to demonstrate adequate helping skills and involvement to supervision as well as submission of forms may lead to receiving ZERO points. A score of ZERO in this part of the course will put you below the minimum total points needed for approval to enter practicum. In other words, you could score perfectly on all the other assignments of the course and still not be approved for practicum. Thus, satisfactory performance in this clinical part of the course is required for entry to practicum. This will be discussed more in class. Client Role: I will be observing and evaluating your performance as a client. If you participate on all three days and demonstrate a good performance as a client, you will receive 3 points. Demonstration of good performance is operationally defined by bringing a real but not serious issue to discuss, being real and spontaneous, not trying to be intentionally easy/challenging, and providing constructive feedback to your counselor in mini-supervision sessions. In my discretion, all the other performances may receive less than 3 points. Observer Role: I will be observing and evaluating your performance as an observer. If you participate on all six days and demonstrate a good performance as an observer, you will receive 3 points. Demonstration of good performance is operationally defined by paying attention to the counselor s listening/attending skills and therapeutic alliance (in the counselor role) and client s perspectives, feelings, and reactions to the counselor (in the client role), providing thoughtful constructive feedback in mini-supervision sessions, being open to discuss your feedback further, and filling out and submitting Peer Feedback Exchange Form to the counselor on time. In my discretion, all the other performances may receive less than 3 points.
CED 577 8 5. The Midterm (20 points) and Final (20 points) Exams consist of questions in the format of multiple-choice, true-false, short answers, and short essay. They will be described in more details in class. Evaluation rubric: Answers will be evaluated for accuracy. Fractions will be subtracted for proportional incompleteness or irrelevant verbiage. 6. Ungraded journal I encourage you to journal your experiences throughout your graduate studies, but specifically throughout this course. Journaling is a common counseling intervention that may facilitate cognitive and emotional insight and lead to behavior change. The journal is NOT graded and I will NOT read your journal entries. At your discretion, you may choose to consult with me about content in your journal and/or bring issues to class for discussion. GRADING Grading Criteria Weight of Grade Assignment Weight % 1. Attendance, Preparation, & Participation ------------ 6 2. Self-Awareness Project--------------------------------- 7 3. Self-Assessment of Counseling Skills --------------- 20 4. Mock Counseling Sessions and Mini-Supervision - 27 5. Midterm Exam ------------------------------------------ 20 6. Final Exam ----------------------------------------------- 20 Total ------------------------------------------------------ 100 90 100 = A B < 90 B - < 85 C < 80 C - < 75 D < 140 D - < 130 E < 120 COURSE POLICY Academic integrity: The highest standards of academic integrity are expected of all students. All students are expected to abide by the ASU Academic Integrity Policy and follow the Academic Code of Honor in their conduct and their work. Of course plagiarism is unacceptable including material obtained from the Web. See: http://provost.asu.edu/files/academicintegritypolicypdf.pdf
CED 577 9 Make-up policy: Assignments are due at the beginning of the class as specified in the course schedule. Late work will only be accepted in cases where the student provides a reasonable excuse along with documentation. Mutual respect: It is important for class members to engage in the learning process in a rigorous yet sensitive manner that demonstrates respect for different viewpoints and peoples. Over the course of the semester, there may be difficult discussions about issues of culture and race. Individuals will have a variety of responses, opinions, and perspectives. It is not required that you share anyone else s views, but respect for all views and individuals is mandatory. Thoughtfully discussing ideas without attacking individuals is the paradigm from which this course will operate. Grades of Incomplete: Unless the student provides a documented excuse, grades of Incomplete will NOT be provided. Incompletes are strongly discouraged you cannot enroll in practicum until this course is completed. Students with documented disabilities: If you have need for academic accommodations by virtue of documented disabilities, please contact me as soon as possible to discuss your needs. Students who feel they may need a disability accommodation(s) in class must provide documentation from the Disability Resource Center to the class instructor verifying the need for an accommodation and the type of accommodation that is appropriate. Students who desire accommodations for a disability should contact DRC as early as possible (i.e., before the beginning of the semester) to assure appropriate accommodations can be provided. It is the student s responsibility to make the first contact with the DRC. Students with documented needs for such accommodation are required to meet the same achievement standards for this class as all students; accommodations may be made in terms of how such achievement is demonstrated. Students requiring religious accommodation: If you have need for academic accommodation by virtue of your religion, please contact me as soon as possible to discuss your needs. Electronic and social media protocol: You are welcome to use laptops in class as long as the only open windows are a word processing document used to take notes and/or a copy of the PowerPoint presentation for the day. The only exception is before class or during a break at which time you are welcome to use your laptop for other uses. I reserve the right to periodically review your use of laptops and failure to follow this policy will result in your right to bring a laptop to class being suspended for the duration of the semester. Please turn your cell phones off or set to an inaudible alert during class time to avoid distracting others. If you have a personal situation (e.g., a sick child) that may lead to you accepting a call during class time, please let me know in advance. To summarize the last protocol.when we meet for class, BE HERE AND ONLY HERE.
CED 577 10 This course is offered by the College of Letters and Sciences. For more information about the college, visit our website: https://cls.asu.edu/. If you have questions or concerns, please send your inquiry to cls@asu.edu. Tentative Class Schedule Date/ Class # Jan 12 1 Jan 19 Jan 26 2 Feb 2 3 Focus Personal Introductions & Review of Syllabus Conceptualizing Counseling Counselor Self-Care MARTIN LUTHER KING HOLIDAY Language of Counseling Listening and Attending Stages of Counseling CTC and METI Overview Building a Working Relationship: Therapeutic Alliance 1 st Mock Counseling Sessions Assignments/Readings Syllabus and the Forms H & C Ch 1 Shapiro et al. (2007)* T & M Ch 1 Ivey et al. Ch 2* Self-Awareness Project Due H & C Ch 2 & 3 Nichols Chs 3, 4, & 5* H & C Ch 4 T & M Ch 2 Suggested: Gehart Ch 6 Feb 9 4 Roadblocks to Therapeutic Alliance The Interpersonal Solution 2 nd Mock Counseling Sessions T & M Ch 3 Bugental & Bugental (1984)* Suggested: Gehart Ch 7 Feb 16 5 Exploration Stage: Conducting & Completing an Intake Interview 3 rd Mock Counseling Sessions H & C Chs 5 & 6 Ivey et al. Ch 7* Suggested: Gehart Chs 8 Feb 23 6 Exploring Emotions: Affective Interventions 4 th Mock Counseling Sessions H & C Ch 8 T & M Ch 5 Nichols Ch 6*
CED 577 11 Mar 2 7 MIDTERM EXAM 5 th Mock Counseling Sessions Mar 9 SPRING BREAK Mar 16 8 Mar 23 9 Mar 30 10 Apr 6 11 Apr 13 12 Apr 20 13 Apr 27 14 May 4 15 Exploring Thoughts: Cognitive Interventions 6 th Mock Counseling Sessions Exploring Systemic and Relational Factors: Systemic Interventions 7 th Mock Counseling Sessions Facilitating Awareness and Insight: Influential Skills of Counseling 8 th Mock Counseling Sessions Integration of Insight Stage Use of Self 9 th Mock Counseling Sessions Skills and Strategies for Action Stage Working with Client Behavior 10 th Mock Counseling Sessions Endings & Termination with Clients 11 th Mock Counseling Sessions Demonstration of An Intake Interview Practicum Student Panel 12 th Mock Counseling Sessions FINAL EXAM Reviews & Closures H & C Ch 9 Ivey et al. Ch 9* Suggested: Gehart Ch 9 T & M Ch 6 H & C Ch 11 Suggested: Gehart Ch 10 T & M Ch 4 Ivey et al. Ch 8, 10, & 11* Suggested: Gehart Ch 4 T & M Ch 7 & 8 Suggested: Gehart Ch 5 H & C Ch 10 Suggested: Gehart Chs 11, 12, & 13 H & C Ch 12 T & M Ch 10 Self-Assessment of Counseling Skills Paper Due: May 6 th 12:00pm *See Blackboard. Please Note: This is a tentative syllabus and situations may occur in which we must deviate from it.
CED 577 12 In my discretion, the syllabus/course outline may be changed as needed. CACREP Common Standards (Section II) 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE a. history and philosophy of the counseling profession Course Objective # 1. Covered in class # 1 via Hackney & Cormier chapter 1. Content is addressed via text and lecture. Evaluation via midterm and final exam items (content recall). d. self-care strategies appropriate to the counselor role. Course Objective # 3. Covered particularly in class # 1 via Hackney & Cormier chapter 1 and Shapiro et al. (2007) as well as Ivey et al. Chapter 2. Content is addressed via lecture and in-class discussions throughout the semester. Evaluation via student self-report, in-class and mock counseling session observations. e. counseling supervision models, practices, and processes. Course Objective # 6. Covered in class # 2-14 via lecture, in-class video reviews of counselors, and mini-supervision sessions for mock counseling sessions. Evaluation via session reviews, student self-assessment reports as well as observer feedback forms, and midterm and final exam items (content recall). j. ethical standards of professional organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling. Course Objective # 6. Covered in class # 1 & 13 via Ivey et al. chapter 2 and Hackney & Cormier chapter 12. Content is addressed via lecture, in-class discussion, and the textbook. Evaluation via midterm and final exams (content recall). 5. HELPING RELATIONSHIPS a. an orientation to wellness and prevention as desired goals. Course Objective # 10. Covered specifically in class # 1 via Hackney & Cormier chapters 1 as well as Ivey et al. chapter 2. Also emphasized throughout the semester particularly in classes # 2-14 via Hackney & Cormier, Teyber & McClure, and Ivey et al. readings. These content is addressed via lecture and discussions about what it means to be psychologically healthy, how to improve
CED 577 13 FOUNDATIONS wellness through insight as well as skill development as functions of preventive strategies. Evaluation via midterm exam items (content recall). b. counselor characteristics and behaviors that influence helping processes. Course Objective # 7. Covered in classes # 1-14 via Hackney & Cormier chapters 1, 2, 3, 4, 11, 12, & 14, Teyber & McClure chapters 2, 3, 4, 7, 8, & 10, and Ivey et al. chapters 2, 8, 10, & 11. Content is addressed via lecture, in-class discussions, and activities as well as mock counseling sessions and minisupervision sessions throughout the semester. Evaluation via midterm and final exam items (content recall). c. an understanding of essential interviewing and counseling skills. Course Objective # 8. Covered in classes # 1 through 14 via Hackney & Cormier chapters 2-13, Teyber & McClure chapters 2-10, and additional readings by lecturing, demonstrations, in-class discussions, dyadic practices, and the Mock Counseling Sessions. Evaluation via observation, followed by oral and written feedback from reviewers and other students, and midterm and final exam items (content recall). The feedback addresses how well the student uses each basic attending/listening skill (Pass/Fail grade with suggestions for improvement). d. Counseling theories. A. Knowledge Course Objective # 2. Covered in classes # 3 through 12 via texts from Hackney & Cormier chapters 8-11 and recommended Gehart chapters 4-13. Content addressed via video demonstrations, in-class role plays & discussions. Evaluation via midterm and final exam items (content recall). CLINICAL MENTAL HEALTH COUNSELING 5. Understands a variety of models and theories related to mental health counseling including methods, models, and principles of clinical supervision. Course Objective # 13. Covered in classes #1 through 14 via Hackney & Cormier chapters 7-11, Teyber & McClure chapters 2-10, and Gehart chapters 4-13 by lecturing, demonstrations, in-class discussions, mock counseling sessions, and minisupervision sessions. Evaluation via in-class observations, mock counseling & minisupervision session reviews, and midterm & final exam items (content recall).