SYLLABUS

PSY/COU 6520 Fall 2005

 

     Dr. Bill Wheeler

     Office: Lowrey 112

     Office Telephone: 925-3841

          E-Mail: wheeler@mc.edu

 

I.          COURSE TITLE: PSY/COU 6520 Helping Relationship         3 Semester hours 

 

II.        PREREQUISITES:

            Graduate standing (It is not required, but would be advantageous, if the student has      taken: Psy 6516, Theories of Personality and Counseling; and SOC 6530, Systems             Theory and Intervention Strategies).

 

III.       COURSE DESCRIPTION:                          

This is an introductory course committed to the examination and practice of the             interviewing, counseling, collaboration skills needed by counselors.  This course             provides a system for establishing counseling, consultation and collaboration goals,             designing intervention strategies, evaluating outcomes, and terminating the working                     relationship.  Students will have an opportunity to develop self-awareness regarding             how effectively they handle such relationships and which counselor, consultant and      collaborator characteristics and behaviors are most influential in the counseling and       consulting processes.  While students will also be introduced to affective,         behavioral, cognitive and systems counseling theories and consultation models that       provide a framework for the use of counseling and consultation skills, the           counseling theories are explored in much greater depth in COU 6516 and SOC 6530. 

 

IV.       RATIONALE:

If students are to experience success in practicum courses, internships, and

professional careers they will need to master the skills, competencies, and

concepts available in this Helping Relationship course.  This course helps

to transform abstract ideas into direct, concrete practice leading to effective

counseling, consultation and collaboration.

 

V.        LEARNING OBJECTIVES AND OUTCOMES:

 

The course is designed to enable students to:

A.   Analyze and demonstrate counselor, consultant, collaborator and client                                           characteristics and behaviors that influence the helping process.

B.   Understand, apply, and evaluate a variety of essential interviewing,                                                 counseling, consultation and collaboration skills that are used to develop,                                  maintain, and terminate a therapeutic helping relationship.

C.   Become knowledgeable of the use of counseling/systems theories and                                              consultation models as a framework for applying interviewing,                                        counseling and consultation skills.

D.   Become knowledgeable of the technological aspects of counseling and                                             consultation.

E.   Analyze ethical and legal issues related to the helping process.

 

VI.       ACADEMIC INTEGRITY:

It is expected that a student attending Mississippi College will be scrupulously             honest.  Therefore, plagiarism and cheating will be dealt with in accordance with             the policies of the university.  These policies are stated in the current graduate             bulletin.

 

VII.     COURSE TOPICS:

The topics to be considered are:

 

A.  Intentional, multicultural interviewing, counseling and                                                                         consultation/collaboration

B.  Legal and ethical issues related to the helping process

C.  Counselor and consultant characteristics and behaviors that influence the                            helping process including age, gender, ethnic differences, personal                                              characteristics, and verbal and nonverbal behaviors

D. Essential counseling, consultation and collaboration skills, such as:

            Structuring session length, fees, contracts, etc.

            Attending behavior

            Opening communication

            Observation skills

            Prompting, paraphrasing, and summarizing

                        Noting and reflecting feelings and meaning

                        Establishing goals and focusing the narrative

                        Confrontation with support

                        Influencing skills such as directives, advice, consequences, etc.

E.  Theories of counseling and a generic model of consultation

F.   Use of technologies in the counseling and consulting processes

 

VIII.    INSTRUCTIONAL METHODS:                

Instructional methods /techniques used in this course include: lecture, demonstrations (live and video), group discussions, student experiential discovery activities, identification of basic counseling and consultation skills in small groups and through video taping of realistic role plays (with students performing the roles of counselor, client, and observer).

 

Each student is required to demonstrate selected skills in realistic role play             situations (both taped and non-taped) and then self-evaluate their skills using             agreed-upon criteria.  The student develops knowledge of and special rapport with             his/her peers because of the nature of the class activities which are designed to help     all students personalize the process of acquiring, practicing, and demonstrating             counseling skills.  The instructor will develop a rapport with each student and             model an open, honest, and   transparent relationship with the class.

 

IX.       ASSIGNMENTS:

Students are to follow the attached course schedule sheet listing the class meeting             dates and assignments.  In addition to the assignments on the sheet, appropriate             creative activities may be introduced in relationship to the subject being considered.

            Assignments include non-taped role play peer-evaluations, taped role play self-            evaluations, and summaries of journal articles on helping relationship topics.

 

X.        EVALUATION:

The final course grade is based on the evaluations of the above assignments.  The grading scale is based on points accumulated, with the grades related to earned percentages listed below:

 

A = 94 - 100

B+ = 87 - 93

B = 80 - 86

C+ = 73 - 79

C = 66 - 72 

D = 60 - 65

  F = Below 60

 

XI.       OTHER COURSE INFORMATION:

The last day to drop a course for the semester or term is listed in the current                Registration Class Schedule.  Students cannot withdraw after that date with a AW@

(Passing) unless the three following criteria are met:

1.  Extenuating circumstances (clearly outside of student=s control)

2.  Passing the course at the time of withdrawal

3.  Does not have excessive absences at the time of withdrawal

 

            It is the desire of the professor to have the essence of the Christian faith permeate

this course.  When appropriate, Scripture, Christian principles, and positions of

faith are shared with the class as a whole and with individual students during the             review of their taped role plays.

                                                                                  

If you need special accommodations due to learning, physical, psychological or

other disabilities, please contact Dr. Buddy Wagner in the Counseling Center.

He may be reached by phone at (601) 925-3354 or by mail at P.O. Box 4016,

Clinton, MS 39058.

 

If you desire to withdraw from the university, directly contact the office of the             Dean of Graduate Studies for the proper withdrawal procedure.  It is necessary

for the correct procedure to be followed in order that the student=s record may

be properly kept.  Failure to properly withdraw from a course will result in a

grade of F. 

 

Class attendance is an essential part of college education and students are expected

to attend regularly and punctually for all classes for which they have registered.

Cumulative absences may result in a lowered grade or loss of credit for the course.

Tardiness is also subject to penalty, as is any failure to complete required class

work on time.  Institutional policy guidelines should be consulted in the Graduate

Bulletin.

 

The information expressed in this syllabus is not intended to and shall not be taken

as binding on the specific day to day inclusion of the materials to be covered in the

class. 

 

XII.      INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:

Materials for learning include the textbook, video cameras and mikes, video tapes,

VCRs, TV monitors, and various paper forms used to record, document, and

transcribe demonstrated counseling skills and criteria.  The textbook is required.

 

Ivey, A. & Ivey, M. (2003).   Intentional interviewing & counseling, 5th                           edition.  Brooks/Cole: Pacific Grove, CA.

 

Bibliographic references and recommended supplementary readings are found at

the conclusion of each chapter in the required text.   Students can also benefit from    the following books, that are not required texts, dealing with consultation:

 

            A. M. Dougherty (1995).  Consultation: practice and perspectives in school                                     and community settings, 2nd edition.  Brooks/Cole: Pacific Grove, CA.

 

            A. M. Dougherty (1995).  Case studies in human services consultation.                          Brooks/Cole: Pacific Grove, CA.

 

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

XIII. COURSE OUTLINE

 

8/22/05  Introduction, pp. 1-13; video tape a 10 minute Baseline tape to be turned in during class on 8/29/05 with a 3 page evaluation paper discussing your impressions of your work in the session.  Include a discussion of your style of helping people, what you intended to do during the session, how you think the client reacted to your counseling efforts, what came naturally during the session, the difficulties you encountered, and the extent to which you helped the person solve their problems/issues (25 pts)

 

8/29/05 Chapters 1 & 2 of text

1.  Quiz 1 (5pts); turn in baseline tape and share evaluation paper with class (5pts)

2.  Differentiating counseling and consultation

3.  Intentionality as a goal for using multicultural counseling skills

4.  Research validating the micro skills approach

5.  Counselor and consultant characteristics and behaviors

6.  Discuss new skills

            Culturally correct attending

            Guidelines for effective feedback

            Counselor and client world view and positive client assets

7.  Identification of self-evaluation criteria for attending and communication skills

8.  Demonstration and role play of skills with feedback

9.  Tape 1: 8-10 minute videotape of world view and attending skills (student will produce a transcript and self-evaluation for this tape and turn it in on 9/12 (25pts)

 

9/12/05 Chapters 3 and 9 of text

1. Quiz #2 (5pts)

2.  Present 5 minute portion of Tape 1 and submit with transcript and self-evaluation (5pts)

3.  Present Journal article summary #1 and turn in the summary (15pts)

4.  Discuss new skills

5  Questions: open and closed; Focusing during the interview

6.  Identification of self-evaluation criteria for these skills

7.  Demonstration and role play of skills with feedback

8.  Tape 2: 8-10 minute videotape of questions and focusing skills (student will produce a transcript and self-evaluation for this tape and turn it in on 9/19 (25 pts)

 

9/19/05 Students will spend the entire class time assisting each other in making a 20 minute video tape, Tape 3, that demonstrates the skills learned thus far in the course and turn in a transcript and self-evaluation of the work on 9/26 (50pts)

 

9/26/05 Chapters 4 and 5       

1. Quiz #3 (5pts)

2.  Present 10 minute portion of tape 3 and submit transcript and self-evaluation (5pts)

3.  Discuss new skills

            Observation

            Active Listening (EPS)

4.  Identification of self-evaluation criteria for these skills

5.  Demonstration and role play of skills with feedback

6.  Tape 4: 8-10 minute video tape of observation and active listening skills (student will produce a transcript and self-evaluation for this tape and turn it in on 10/3 (25 pts)

 

10/3/05  Chapters 6 and 10

1.  Quiz #4 (5pts)

2.  Present 5 minute portion of tape 4 and submit with transcript and self evaluation (5pts)

3.  Discuss new skills

            Observing and reflecting feelings

            Eliciting and reflecting meaning

            Systems skills

4.  Identification of self-evaluation criteria for these skills

5.  Demonstration and role play of skills with feedback

6.  Tape 5: 8–10 minute video tape of observation and reflecting skills (student will produce a transcript and self-evaluation for this tape and turn it in on 10/17 (25 pts)

 

10/17/05 Chapters 7 and 12

1.  Quiz #5 (5pts)

2.  Present 5 minute portion of tape 5 and submit with transcript and self-evaluation (5pts)

3.  Discuss and submit journal article summary # 2 (15 pts)

4.  Discuss new  skills

            Integration of skills using theory

5.  Demonstration and role play of skills with feedback

6.  Tape 6: 8–10 minute video tape of observation and reflecting skills (student will produce a transcript and self-evaluation for this tape and turn it in on 10/24 (25 pts)

 

10/24/05 Students will spend the entire class time assisting each other in making a 20 minute video tape, Tape 7, that demonstrates the skills learned thus far in the course and turn in a transcript and self-evaluation of the work on 10/31 (75pts)

 

 10/31/05 Chapters 8 and 13

1.  Quiz #6 (5pts)

2.  Present 10 minute portion of tape 7 and submit transcript and self-evaluation (5pts)

3.  Discuss new  skills

            Confrontation

            Change Process

            Further incorporation of theory      

4.  Identification of self-evaluation criteria for these skills

5.  Demonstration and role play of skills and identification of evaluation criteria

6.  Tape 8: 8-10 minute videotaping of confrontation, change process, and use of theory  (student will produce a transcript and self-evaluation and turn it in on 11/7 (25 pts)

 

11/7/05 Chapters 11A and 14

1. Quiz #7 (5pts)

2.  Present 5 minute portion of tape 8 and submit with transcript and self-evaluation (5pts)

3.  Discuss new skills

            Influencing Skills I

            Personal style of integrating theory and skills

4.  Identification of self-evaluation criteria for skills

5.  Demonstration, role play and feedback on skills

6.  Tape 9: 8-10 minute video taping of confrontation, change process, and theory  (student will produce a transcript and self-evaluation for this tape and turn it in on 11/14 (25 pts)

 

11/14/05 Chapter 11B and 14

1.  Quiz #8 (5pts)

2.  Present 5 minute portion of tape 9 and submit transcript and self-evaluation (5pts)

3.  Discuss and submit journal article summary # 3 (15 pts)

4.  Discuss new skills

            Influencing Skills II and theory

5.  Identification of self-evaluation criteria for influencing behaviors

6.  Demonstration, role play and feedback on skills

7.  Tape 10: 8-10 minute video taping of influencing skills - student will study these and all other skills in preparation for making the final video tape of all skills covered in the course

 

11/21/05  Students will spend the entire class time assisting each other in making a 30-40 minute video tape, Tape 11, that demonstrates the skills learned thus far in the course, with inclusion of multicultural, ethical and legal considerations.  They will turn in a transcript and self-evaluation of the work on 11/28 (200pts)

           

11/28/05

Students will present the selected 15-20 minute portion of the final video tape of all skills practiced in the course, with inclusion of multicultural, ethical and legal considerations (15 pts)

 

12/5/05  10-15 minute presentation of five page personal style paper that conceptualizes how the student currently integrates skills, theory, legal/ethical/diversity elements into his/her counseling and consultation process.  The paper also relates how the student intends to conduct future evaluation of client responses and counselor intentions.  The paper also discusses the current areas of student skill strength and areas for future growth (50 points)