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Coun 607 Counseling Techniques

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					                                                                                         1
Revised 8.6.10

                              MARSHALL UNIVERSITY
                                One John Marshall Drive
                                  Huntington WV 25755
                                   Counseling Program
                        College of Education and Human Services
                                Telephone: (304) 696-3825

PROFESSOR: Jeff Garrett, Ph.D.; garrett43@marshall.edu (use your marshall.edu
email only). Office 343C Harris; Hours Posted - 304-696-3825 / cell 304-417-0095.

COURSE: Counseling 607 – Counseling Techniques and Human Relations

DAY & TIME & ROOM: Tuesdays; 4:00-6:20PM; Harris Hall 354

CREDIT HOURS: 3 Hours

PREREQUISITES: Counseling 600 and 603

COURSE DESCRIPTION: This course is designed to introduce students to a variety of
theoretical concepts, techniques, and their applications in therapeutic settings. Emphasis
is on basic interviewing, assessment and counseling skills that facilitate the helping
process through integration of various theoretical models.

REQUIRED TEXT:

Thompson, R. A. (2003). Counseling techniques: Improving relationships with others,
     ourselves, our families and our environment, 2nd Ed. Taylor & Francis Books,
     Inc. New York, NY.

COURSE OBJECTIVES:

This course will examine the:
   1. Concepts and conditions that are fundamental to the process of helping including
       the philosophical, theoretical and cultural premises and contexts;

   2. Counselor and client qualities and behaviors associated with the therapeutic
      relationship including the responsibility for both the client’s and counselor’s
      cultural identity and how to develop this identity;

   3. Structure of the counseling process and how this structure helps determine
      counseling practices from various theoretical perspectives;

   4. Process by which counselors can assess the client’s presenting problems including
      the collection of information relevant to problem definition, conceptualization of
      that information into a cogent picture of the client’s world and consideration of
      client resources;
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   5. Process by which the client and counselor collaboratively define desirable
      outcomes of the counseling process;

   6. Development of a therapeutic plan for working with clients with specific
      problems;

   7. Interventions for affective, cognitive, behavioral and systemic approaches;

   8. The principles and techniques associated with systems theories and models of
      family therapy and related interventions and assessments;

   9. Transition from counseling to termination and follow-up;

   10. Differences between types of counseling including crisis counseling;

   11. Various theoretical models of consultation and their associated methods and
       techniques;

   12. The future of computers and other technologies in counseling strategies and the
       issue of confidentiality;

   13. The legal and ethical issues inherent in counseling clients.

COURSE COMPETENCIES:

The student will be able to:

   1. Demonstrate a conceptual and applied understanding of human growth and
      development and decision making in the counseling process;

   2. Demonstrate awareness of and respect for individual and cultural differences;

   3. Demonstrate basic therapeutic communication skills;

   4. Demonstrate specific procedures and techniques that facilitate constructive client
      change associated with the major counseling theories;

   5. Provide a rationale for differential treatment on the basis of a client’s
      developmental level, cultural affiliation or problems;

   6. Identify the major theory with which the counselor’s beliefs most closely align
      and discuss how the theory’s assumptions regarding human nature, personality
      development, etiology of maladaptive behavior and conditions for change are
      consistent with the counselor’s personal beliefs and experiences;
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    7. Develop a counseling process and procedures consistent with the counselor’s
       guiding theory;
    8. Develop a procedure for assessing and matching appropriate interventions from
       all theoretical perspectives to the client’s presenting needs in a theoretically
       consistent manner;

    9. Establish and facilitate constructive, safe and ethical relationships with clients;

    10. Facilitate and manage a counseling process appropriate for each client’s unique
        needs;

    11. Recognize and respond properly to professional responsibilities and limitations
        including adherence to ethical and legal standards.

COURSE STRUCTURE

This course will include lectures and discussions, reading and writing assignments, video
taping and practical application. The usual format will include a portion of each class
entailing a lecture by the instructor and large group exercises. The remainder of the class
will usually be spent with students role-playing the counseling skills that were discussed
in the lecture. The student will practice these skills in small groups with feedback from
the instructor as well as peers. The primary activity of the class is practice.

ASSIGNMENTS

The list of assignments and due dates are below, followed by instructions for each
assignment.

Assignment                           Due dates
Video Tape 1                         Sept 14
Summary Guide                        Nov 9
Video Tape 2                         Nov 16
Exam 1                               Sept 28
Exam 2                               Dec 7
Skill Demonstration/Dev.             Throughout semester
Attendance/Participation             Throughout semester

Class Attendance and Participation: All students are expected to complete the assigned
readings prior to class discussion. Weekly reading assignments are listed on the Course
Content Outline. Attendance at all class sessions is required and participation in class
activities, exercises and discussions is expected. Absences will be considered excused
only when the instructor is contacted PRIOR TO class (see Attendance Policy). [Satisfied
requirements = 50 points. Any deviation from the above will result in the following: Average
participation will result in a loss of 5 points. Minimal or passive participation will result in a loss of 10
points.]
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Two Video Tapes and Self-Evaluations: Video tapes of two sessions will be required
and graded. The instructions for the two assignments are below.

        Video Tape 1: A videotaped session will be required and graded. This first video
        tape must be 10 minutes in length. Each student will complete the self evaluation
        form on Appendix A and receive feedback from classmates (videotapes will be
        viewed in class). The instructor will ealuate each student’s videotaped session
        using the evaluation form on Appendix A.

        Video Tape 2: A videotaped session will be required and graded. This second
        video tape must be 20 minutes in length. Each student will complete both self
        evaluation forms on Appendix A and Appendix B and receive feedback from
        classmates (videotapes will be viewed in class). The instructor will evaluate each
        student’s videotaped session using both evaluation forms on Appendix A and
        Appendix B

Skill Demonstration/Development: It is expected that students will demonstrate an
improvement in their skill development throughout the course. These changes will be
evident not only in the graded video tapes but in the weekly in-class exercises as well.
Therefore, students will be assessed regarding their willingness to participate, to take
risks, to hear constructive feedback, to provide appropriate and constructive feedback to
others and to integrate knowledge and skill as demonstrated by the development of the
skills over the course of the semester. Satisfactory improvement = 50 points. Any deviation from
the above will result in the following: Average skill development will result in a loss of 10 points.
Minimal skill development will result in a loss of 20 points

Summary Guide of Techniques: Each student is required to write a 10 page summary
guide of the counseling techniques covered during the semester. Instructions for the
summary guide of techniques are as follows: 1) Identify the major theory with which
your beliefs most closely align and briefly explain the theory’s key concepts. 2) List
(without explaining), all the techniques associated with your preferred theory. 3) Then
select the top ten techniques you find most effective and illustrate how you would use
them in a counseling setting. Make sure the techniques you select are consistent with
your guiding theory. This 10 page paper must be typed double space using 1” margins.
The Summary Guide of Techniques must be sent as an attached word document via email
to the professor at garrett43@marshall.edu on the due date and a hard copy of the
Summary Guide of Techniques must be handed to the professor during class on the due
date.

Examination: Two written exams will be given to assess each student’s understanding of
counseling theories and techniques. The content of the exams will consist of material
covered in the required texts as well as the lectures. The dates for the two exams will be
announced in class during the semester. If you are absent from class it is your
responsibility to enquire about exam dates.

THERE IS NO FINAL EXAMINATION IN THIS CLASS
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EVALUATION OF ASSIGNMENTS, POINTS AND DUE DATES

Assignment                     Points                          Due dates
Video Tape 1                   50                              Sept 14
Video Tape 2                   100                             Nov 16
Summary Guide                  100                             Nov 9
Exam 1                         100                             Sept 28
Exam 2                         100                             Dec 7
Skill Demonstration/Dev.       100                             Throughout semester
Attendance/Participation       50                              Throughout semester
Total                          600

Grading

The student’s final grade represents a cumulative assessment of the student’s
performances on required assignments (see APPENDIX D for grading rubric). Each
assignment is scored and a total number of points will be awarded for each of the
assignments. Points accumulated during the semester will be totaled and a percentage
will be calculated. Grades will be scaled as follows.

Grading Scale

       Percentage                        Points                        Letter Grade
90% - 100%                     (540 – 600)                     A
80% - 89%                      (480 – 539)                     B
70% - 79%                      (420 – 479)                     C
60% - 69%                      (360 – 419)                     D

Academic Integrity

Academic Dishonesty is an action that will not be tolerated as these actions are
fundamentally opposed to “assuring the integrity of the curriculum through the
maintenance of rigorous standards and high expectations for student learning and
performance” as described in the Marshall University’s Statement of Philosophy.

Policy Statement on Late Assignments

Assignments turned in late will be accepted with a 2 point penalty after the first day, a 3
point penalty after the second day, and a 5 point penalty after the third day. An
assignment handed in more than 3 days after the original due date will result in a failing
grade on that assignment.
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Attendance Policy

Students should recognize that a vital aspect of the college experience is class
participation and that the value of the academic experience cannot be fully measured by
testing and assignments alone. Thus, attendance in the class is mandatory.
Absences such as those resulting from illness, family emergencies, or institutional
activities (those approved by the Academic Deans or Athletic Activities) may be excused
with verification. For such absences students will not be penalized. Unexcused absences,
however, are limited to 3 class periods. The student should understand that a course grade
will be lowered due to excessive absences.

Students with Special Needs:

In compliance with the American with Disabilities Act, all qualified students enrolled in
0this course are entitled to reasonable accommodations. All students with and without
disabilities are invited to inform the instructor of special learning needs. If
accommodations are needed, it is the student’s responsibility to inform the instructor of
these needs at the appropriate times during the semester.

Marshall University is committed to making all programs, services, and activities fully
accessible to students with disabilities. The purpose of the Office of Disability Services
Program is to provide the educational and physical accessibility support necessary for
students to achieve their academic goals and to promote as much independence as
possible on the part of the students with disabilities.

Services are available for all students with disabilities at the University, whether they are
full or part time students. Students are required to provide documentation of the
disability. The program staff will work with students to individualize the type and level
of services provided.

                             The Office of Disability Services
                              Sandra Clements, Coordinator
                                 Prichard Hall, Room 117
                                      304-696-2271
                                    Fax: 304-696-2288
                                 Clements@Marshall.Edu
                                      Office Hours:
                            Monday-Friday 8:00am - 5:00pm
                            http://www.marshall.edu/disabled/
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                           COURSE CONTENT OUTLINE
  Date                                Content                            Reading
  8/24     Introduction and orientation to coun607                     Syllabus
           Professionalism in Counseling and Psychotherapy             Chapter 1
  8/31     Client-Therapist Relationship: Counseling Intentions,       Chapter 2
           Interventions, and Therapeutic Factors
           Intake Assessment                                           Handout
           Eclectic Techniques for Group Therapy                       Chapter 3
   9/7     Treatment Plan                                              Handout
  9/14     Video Tape #1
  9/21     Psychodynamic Techniques                                    Chapter 14
  9/28     Exam 1
           Person-Centered Techniques                                  Chapter 10
   10/5    Rational Emotive Behavior Therapy Techniques                Chapter 8
  10/12    Classic Behavioral Techniques                               Chapter 9
           Review for Exam #2
  10/19    CBT, DBT, Scheme-Focused CT, and Paradoxical                Chapter 7
           Techniques
           Classic Gestalt Techniques                                  Chapter 4
  10/26    Conflict Mediation and Conflict Resolution Techniques       Chapter 11
           Stress Reduction Techniques                                 Chapter 12
  11/2     Trauma, Loss, Grief, and Post-Traumatic Stress Debriefing   Chapter 13
  11/9     Summary Guide Due
           Eclectic Techniques for Family Systems                      Chapter 15
           Techniques for Alcohol and Drug Dependent Clients           Handout
  11/16    Video Tape #2
  11/23    Thanksgiving Break                                          Break
  11/30    Expressive Techniques – Psychodrama                         Chapter 6
           Review for Exam #2
  12/7     Exam #2
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BIBLIOGRAPHY:

Brammer, Lawrence M. & MacDonald, Ginger. (1999). The helping relationship:
     Process and Skills, 7th Edition. Boston, MA: Allyn & Bacon.

Gerber, S. (2003). Responsive therapy: A systematic approach to counseling skills. (2nd
       ed.) Boston: Houghton/Milton.

Hackney, Harold & Cormier, Sherry (2005). The professional counselor: A process
      guide to helping, 5th Edition. Boston, MA: Allyn & Bacon.

Gordon, D. & Meyers-Anderson, M. (1980). Phoenix. Meta Publications.
      Capitola, CA.

Johnson, Sharon L. (2004). Therapist’s guide to clinical intervention: The 1-2-3’s of
      treatment planning, 2nd Edition. Boston, MA: Academic Press.

Seligman, Linda. (2004). Technical and conceptual skills for mental health
      professionals. Upper Saddle River, NJ: Pearson

Sperry, Len, Carlson, Jon, & Kjos, Diane. (2003). Becoming an effective therapist.
       Boston, MA: Allyn & Bacon.

Thompson, R. A. (2003). Counseling techniques: Improving relationships with others,
     ourselves, our families and our environment, 2nd Ed. Taylor & Francis Books,
     Inc. New York, NY.

Young, Mark E. (2005). Learning the art of helping: Building blocks and techniques, 3rd
      Edition. Upper Saddle River, NJ: Pearson.
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                     APPENDIX A - CLINICAL COMPETENCIES
                                  Self-Evaluation
Student Name __________________________________________      Date ____________________

5 = Superior     4 = Above Average   3 = Average    2 = Below Average     1= Extremely Low



Began interview smoothly (described confidentiality)
Clarify presenting problems
Identify goals
Communicate interest and acceptance
Demonstrate adequate empathy
Paraphrase content
Use open-ended questions
Relaxed and comfortable in the session
Effective use of relevant interventions
Employ appropriate timing and use of a variety of
techniques

Conceptualize the client’s presenting problems within the framework of your preferred
theory.




List the counseling techniques used during the session and explain how these techniques
are consistent with your guiding theory.




List and explain any other techniques you may employ with this client in future sessions.




Explain how differences (e.g., cultural, age, gender, etc.) may have influenced client
perceptions of the counseling process. Then explain how you would address them.
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                        APPENDIX B - CLINICAL COMPETENCIES
                                     Self-Evaluation
Student Name __________________________________________                    Date _______________

5 = Superior        4 = Above Average       3 = Average          2 = Below Average         1= Extremely Low
Communicated verbally and nonverbally a sincere interest and care.
If appropriate, explained how differences (e.g., cultural, age, gender, race, ethnicity, sexual
orientation, or socioeconomic status) may influence client perceptions of the counseling process.

Communicated an understanding of the client’s world-view as a perceived by the client.
Formulated verbal responses that accurately and concisely reflect the content and feeling of
clients’ verbal and nonverbal messages.

Avoided ridicule, destructive criticism, and passive hostility in interactions with client.
Demonstrated a warm and caring attitude toward clients.
Recognized and showed acceptance of differences between the counselor’s and clients’
subjective viewpoints.

Always attempted to remain objective toward client opinions, practices, values, and
emotional reactions that differ from those of the counselor.

Avoided prejudicial attitudes and stereotypical thinking regarding client and never imposed
personal values on the client.

Realized how personal values may influence counselor responses.
Communicated hope: express belief in clients’ capacity to solve or resolve problems,
manage their lives, and grow.

Validated client concerns. Discuss and facilitate a counseling process and procedures
consistent with the counselor’s guiding theory.

Communicated genuine warmth by expressing an attitude of non-possessive caring for
the client and the client’s welfare.

Communicated genuine respect for the client’s inherent worth by discriminating among
and between the client as a person and specific client behaviors that may be maladaptive.

 Communicated genuine respect for the client’s freedom of choice and belief in the
client’s capacity for responsible choice.

Communicated genuine empathy by being able to see the client’s world from the
client’s perspective, without over identifying the client.

Communicated nonjudgmental openness and receptivity to ideas and behaviors similar
to and different from those valued by the counselor.

Created appropriate structure by setting and maintaining the boundaries of the helping
relationship.

Developed an awareness of power differential in the therapeutic relationship and manage
this issue therapeutically.

Used brief verbal and nonverbal responses that constitute minimal encouragement for
the client to continue.
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                                      APPENDIX C

              CONSENT TO BE OBSERVED OR TAPE RECORDED


I, ________________________________, give ______________________________,
(Client or Client's Parent or Guardian)             (Counselor)
a student in the Marshall University Graduate Program in Counseling at permission to
video/video tape our counseling sessions, and/or have visual records and observations of
me by the graduate student’s professor (Jeff Garrett Ph.D.). The contents of the tapes are
considered confidential.

I am in agreement that the primary use of these recordings and observations is to increase
the effectiveness of the student's counseling by provision of instruction and feedback. I
understand that the purpose of the interview is for student training in counseling, not
therapy.

I am also in agreement that the materials abstracted from these recordings may be
transcribed for the purpose of evaluation of the counseling’s student’s skills.
Furthermore, I understand that my name shall not be used in connection with these
recordings cannot and will not be used for any purpose other than those specified above.
Recording and/or utilization of materials under the terms of this signed consent shall not
be subject to legal action.

I understand that my counselor is a graduate student in counseling, is not yet licensed and
is under the supervision the instructor who is on faculty in the Counseling Program at
Marshall University. I have been informed that I may contact the professor at will and
have been given the professor’s contact information (Jeff Garrett, Office Harris Hall
Room 343C, phone 304-696-3825, email garrett43@marshall.edu).

The term "client" as used herein refers to any person who volunteers to participate in this
exercise.

__________________________________________________________
Client Signature

__________________________________________________________
Student Counselor in Training Signature

___________________________________________________
Signature of Parent or Guardian if Client is a Minor

Date: ___________________________
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                                     APPENDIX D
                   Assignments for Course Objectives and Competencies
                                Coun607 Counseling Techniques
        Activity               Objective met              Assessment            Criteria and
                                                                                 Standards
Class Attendance and       1, 2, 3, 4, 5, 6, 7, 8,
Participation:             9, 10, 11, 12             Student preparation
Attendance at all class                              (completing reading
sessions is required       .                         assignments), active
(see Attendance Policy                               learning during
                                                     lectures and
on page 6).                                                                  45-50 =        A
                                                     participation during
Participation in class                               in-class exercises.     40-44 =        B
discussion, activities,                              This activity targets   35-39 =        C
and exercises is                                     all 12 course           30-34 =        D
required. Students are                               objectives.             29% or below = F
expected to complete
the assigned readings
prior to class
discussion. Weekly
reading assignments
are listed on the
Course Content
Outline (page 7)
Video Tape 1: A            3, 4, 5, 6, 7, 12         Each student will
videotaped session will                              complete the self
be required and                                      evaluation form on
graded. This first video                             Appendix A,             45-50 =        A
tape must be 10                                      receive feedback        40-44 =        B
minutes in length.                                   from classmates         35-39 =        C
                                                     (videotapes will be     30-34 =        D
                                                     viewed in class).       29% or below = F

                                                     The instructor will
                                                     evaluate each
                                                     student’s
                                                     videotaped session
                                                     using the evaluation
                                                     form on Appendix
                                                     A.
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                                                                        Criteria and
       Activity             Objectives Met        Assessment             Standards

Video Tape 2: A           3, 4, 5, 6, 7, 12   Each student will
videotaped session will                       complete both self
be required and                               evaluation forms on
graded. This second                           Appendix A and
video tape must be 20                         Appendix B,
                                                                     90-100 = A
minutes in length.                            receive feedback       80-89 = B
                                              from classmates        70-79 = C
                                              (videotapes will be    60-69 = D
                                              viewed in class).

                                              The instructor will
                                              evaluate each
                                              student’s
                                              videotaped session
                                              using both
                                              evaluation forms on
                                              Appendix A and
                                              Appendix B.




Skill Demonstration /     3, 4, 5, 6, 7, 12   Students will be
Development: It is                            assessed on their
expected that students                        willingness to
will demonstrate an                           participate, to take
improvement in their                          risks, to hear
skill development                             constructive
throughout the course.                        feedback, to           90-100 = A
These changes will be                         provide appropriate    80-89 = B
evident not only in the                       and constructive       70-79 = C
graded video tapes but                        feedback to others     60-69 = D
in the weekly in-class                        and to integrate
exercises as well.                            knowledge and skill
                                              as demonstrated by
                                              the development of
                                              the skills over the
                                              course of the
                                              semester.
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        Activity              Objective met            Assessment             Criteria and
                                                                               Standards
Summary Guide of         1, 2, 3, 4, 5, 7, 8, 12   The Summary
Techniques: Each                                   Guide of                1. Explanation of the
student is required to                             Techniques will be      theories key concepts
write a 10 page                                    evaluated by means      and 2. A list (without
summary guide of the                               of the scoring          explanation) of
                                                                           associated
counseling techniques                              rubric (see criteria
                                                                           techniques.
covered during the                                 and standards in the
semester. Instructions                             far right column)       45-50 =        A
for the summary guide                                                      40-44 =        B
of techniques are as                                                       35-39 =        C
follows: 1) Identify the                                                   30-34 =        D
major theory with                                                          29% or below = F
which your beliefs
most closely align and
briefly explain the                                                        3. Explanation of the
theory’s key concepts.                                                     student’s top 10
2) List (without                                                           techniques
explaining), all the
techniques associated                                                      45-50 =        A
with your preferred                                                        40-44 =        B
theory. 3) Then select                                                     35-39 =        C
the top ten techniques                                                     30-34 =        D
you find most effective                                                    29% or below = F
and illustrate how you
would use them in a
counseling setting.
Examinations             1, 2, 3, 7, 8, 9, 10,     Two exams (a total of   Grading Scale
The format of two        11, 12                    80 questions for the
examinations will                                  semester).              90-100 =       A
consist of multiple                                                        80-89 =        B
choice and true – false                            Each exam will          70-79 =        C
                                                   contain forty items     60-69 =        D
questions. The content
                                                   (2.5 points per item)   59% or below = F
of the exams will
consist of material                                Each exam will be
covered in the required                            worth 100 points
texts as well as the
lectures.

				
DOCUMENT INFO
Description: COURSE DESCRIPTION: This course is designed to introduce students to a variety of theoretical concepts, techniques, and their applications in therapeutic settings. Emphasis is on basic interviewing, assessment and counseling skills that facilitate the helping process through integration of various theoretical models.
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