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Troy University College of Education
Master Syllabus CACREP 2009 Standards
Course Number CP 6610
Course Title Facilitation Skills and Counseling Techniques
Semester Hours
Pre-requisites CP 6600 or advisor’s approval
Approved Delivery Models
Catalog Course Description - A focus on the development and application of basic
facilitation skills necessary for becoming an effective helping professional. Skills are
developed through a combination of didactic, experiential, and demonstrated learning
activities to train the beginning counselor in the establishment and maintenance of
therapeutic relationships.
Goals and Objectives -
Demonstrates an understanding of the counseling process in a multicultural society,
including all of the following (CACREP Section II, G 5):
1.Demonstrates and accurately evaluates counselor characteristics and behaviors that
influence the helping processes(CACREP Section II, G 5 b.);
2.Demonstrates and accurately evaluates the essential interviewing and counseling
skills(CACREP Section II, G 5 c.);
3. Demonstrates a general framework for understanding and practicing consultation;
and(CACREP Section II, G 5 f.)
4. Demonstrates an understanding of crisis intervention and suicide prevention models,
including the use of psychological first aid strategies(CACREP Section II, G 5 g.).
Approved Text(s): Ivey, A.E.(latest edition). Intentional interviewing and counseling: Facilitating a client
development in a multicultural society.(5th ed.).Belmont, CA: Wadsworth.
Meier, S. & Davis, S.(latest edition). The Elements of Counseling (5th ed.). Pacific Grove, CA.
Brooks-Cole.
Suggested Text(s): Egan, G. (latest edition) Exercises in helping skills: A manual to accompany the skilled helper.
Pacific Grove, CA: Brooks-Cole.
Other Materials: Students are required to purchase LiveText for this course.
Content
Methods of Instruction: Lecture, mixed media, power point, video, laboratory
experiences
Course Requirements – other than LiveText
Class Schedule CP 6610
Facilitation Skills & Counseling Techniques
Week 1 Syllabus, Introduction
Week 2 Read and be ready to discuss Ch. 1-2
Week 3 Read and be ready to discuss Ch. 3-4 LIVETEXT ASSIGNMENT 2 (Due) 50 pts.
Week 4 Read and be ready to discuss Ch. 5-6 Informed Consent (Due) 50 pts.
Week 5 Read and be ready to discuss Ch. 7-8 MIDTERM EXAM (In-Class) 100 pts. LIVETEXT ASSIGNMENT 3 (Due) 50 pts.
Week 6 Read and be ready to discuss Ch. 9-10
Week 7 Read and be ready to discuss Ch. 11-12 Self-Exploration Paper (Due) 75 pts.
Week 8 Read and be ready to discuss Ch. 13-14 LIVETEXT ASSIGNMENT 1 (Due) 75 pts.
Week 9 FINAL EXAM (In-Class) 100 pts.
1) The Self-Exploration Paper assignment should be 7-10 pages in APA style, with at least
2 references from journals, books, movies, etc., and as needed. This paper is intended for
you to reflect on the influences; personal and professional, which have shaped you into
who you are. Describe how these may help or create challenges to becoming an effective
counselor/helper. These may include biases, prejudices, or other aspects about yourself.
As you develop positions be sure to support them with evidence (either through your
observations and experiences, or through key ideas in the readings). This is to be a
thoughtful and reflective paper, not merely a summary or biography about yourself.
This paper will be done in a personal style and you should know that you are not
graded on your viewpoints and thoughts as such. Instead, your grade is a function
of your ability to clearly, concisely, and fully express your ideas. I am looking for
depth of thinking, originality, critical evaluation, the ability to apply key ideas and
themes to practical situations in your life. The purpose of this paper is for you to identify and explore personal attitudes, values, and behaviors that may impede or enhance your counseling relationships. It is expected that this self-assessment and personal exploration will be an in-depth rather than superficial analysis. Because this self-assessment paper requires careful self-exploration, it is required that the paper not be merely a sequential answering of the issues that follow: Issues that you may wish to consider include, but need not be limited to: a) What is your motivation for studying counseling or for becoming a helper in a
particular area?
b) What experiences, major events, or people in your life have influenced your feelings or attitudes about counseling (positively or negatively)?
c) What is your value-orientation? What values (e.g., about a work ethic, the “good” life, spirituality, human motivation, etc.) do you bring to the helping relationship?
d) What biases or predispositions (positive or negative) do you hold regarding working with certain groups of people, types of probes, or emotional states?
e) In what ways have you attempted to expose yourself to or become open to experiences, values and beliefs that are different from your own?
f) What have you discovered about yourself as you have examined your personal values, beliefs, and behaviors that can influence your ability to help others?
g) What do you need to explore and develop in yourself in order to increase your personal awareness and effectiveness as a helper?
h) What strengths do you possess that may be of value in a helper/helpee relationship?
In this type of class where you will be working with your classmate doing role-plays,
their grade, as well as yours is dependent upon being present for class. You are given 10
pts. for each class attended. By being absent, regardless of the reason (excused or not)
those points will be deducted from your final grade. For example if you have 480 pts.
cumulative on other assignments, but were absent one time, that would take your grade to
470 pts. and thus a “B” for the term.
Grade Point Breakdown:
A = 475 - 500 points
B = 449 – 474 points
C = 423 – 448 points
D = 397 – 422 points
F = 396 or less points
Common Assignments/Assessments Required by All Students enrolled in course:
LIVETEXT/BLACKBOARD Common Assignments: All students taking course
must complete the following assignments.
LIVETEXT ASSIGNMENT 1
Taping and Transcript
Student Assignment
CACREP 2009 Standards Section II. G. 5 b. & c.
Student Directions – Prepare the transcript following the guidelines provided below.
The transcript form is attached at the end of the syllabus. After completing the
transcript, submit the document to the instructor via LiveText.
Verbatim Transcript & Taping: Students will submit verbatim transcripts and
recordings to the instructor via LiveText. The transcript is a verbatim record of a
counseling interview. The transcript will use the transcript form and will include in the
skills section an identification of the essential interviewing and counseling skills. The
student will evaluate in the comments section the counselor characteristics and behaviors
that influenced the helping process.
Verbatim Transcript LiveText Rubric
Instructor Grades LiveText Assignment 1 Verbatim Transcript
After Student Submits Paper
Topic
Standard
Assignment/Asses
sment
1
0-59% No Understanding
2
60-69% Below
Average
3
70-79% Average
4
80-89% Mastery
5
90-100% Exceptional
Demonstrates an
understanding of
the counseling
process in a
multicultural
society (CACREP
Section II, G 5)
Unable to
demonstrat
e an
understandi
ng of the
counseling
process in
a
multicultur
al society
Below
average
demonstrat
ion of an
understandi
ng of the
counseling
process in
a
multicultur
al society
Average
demonstrat
ion of an
understandi
ng of the
counseling
process in
a
multicultur
al society
Mastery of
an
understandi
ng of the
counseling
process in
a
multicultur
al society
Exceptiona
l
demonstrat
ion of an
understandi
ng of the
counseling
process in
a
multicultur
al society
Demonstration and
evaluation of
counselor
characteristics and
behaviors that
influence the
helping
processes(CACRE
P Section II, G 5
b.)
Unable to
demonstrat
e
evaluation
of
counselor
characterist
ics and
behaviors
that
influenced
the helping
process.
Below
average
demonstrat
ion of
evaluation
of
counselor
characterist
ics and
behaviors
that
influenced
the helping
process.
Average
demonstrat
ion of
evaluation
of
counselor
characterist
ics and
behaviors
that
influenced
the helping
process.
Mastery of
evaluation
of
counselor
characterist
ics and
behaviors
that
influenced
the helping
process
Exceptiona
l
demonstrat
ion of
evaluation
of
counselor
characterist
ics and
behaviors
that
influenced
the helping
process.
Demonstration and
evaluation essential
interviewing and
counseling
skills(CACREP
Unable to
demonstrat
e essential
interviewin
g and
Below
average
demonstrat
ion of
essential
Average
demonstrat
ion of
essential
interviewin
Mastery of
essential
interviewin
g and
counseling
Exceptiona
l
demonstrat
ion of
essential
Section II, G 5 c.);
counseling
skills,
including
invitational
skills,
reflecting
skills,
advanced
reflecting
skills,
challenging
skills,
solution
skills, and
the
nonjudgme
ntal
listening
cycle.
interviewin
g and
counseling
skills,
including
invitational
skills,
reflecting
skills,
advanced
reflecting
skills,
challenging
skills,
solution
skills, and
the
nonjudgme
ntal
listening
cycle.
g and
counseling
skills,
including
invitational
skills,
reflecting
skills,
advanced
reflecting
skills,
challenging
skills,
solution
skills, and
the
nonjudgme
ntal
listening
cycle.
skills,
including
invitational
skills,
reflecting
skills,
advanced
reflecting
skills,
challenging
skills,
solution
skills, and
the
nonjudgme
ntal
listening
cycle.
interviewin
g and
counseling
skills,
including
invitational
skills,
reflecting
skills,
advanced
reflecting
skills,
challenging
skills,
solution
skills, and
the
nonjudgme
ntal
listening
cycle.
LIVETEXT ASSIGNMENT 2
Suicide Prevention Consultation
Student Assignment
CACREP 2009 Standards Section II. G. 5 f. & g.
Student Directions – Prepare the assigned paper following the guidelines provided
below. After completing the paper, submit the document to the instructor via
LiveText.
Suicide Prevention Consultation – Students will design a suicide prevention
consultation. The student will describe the consultation model and level of intervention.
The student will identify a suicide prevention model based on current research. The paper
will be in APA style and follow the suicide prevention consultation rubric.
Guidelines for Assignment 2 Suicide Prevention Consultation (handout – attached
at end of syllabus)
Suicide Prevention Consultation Paper LiveText Rubric
Instructor Grades LiveText Assignment 2 Suicide Prevention
Consultation After Student Submits Paper
Topic
Standard
Assignment/Assess
ment
1
0-59% No Understanding
2
60-69% Below
Average
3
70-79% Average
4
80-89% Mastery
5
90-100% Exceptional
Demonstrates a
general framework
for understanding
and practicing
consultation.
(CACREP Section
II, G 5 f.)
Not able to
demonstrat
e a general
framework
for
understand
ing and
practicing
consultatio
n.
Below
average
understand
ing of a
general
framework
for
understand
ing and
practicing
consultatio
n.
Average
understand
ing of a
general
framework
for
understand
ing and
practicing
consultatio
n.
Mastered
understand
ing of a
general
framework
for
understand
ing and
practicing
consultatio
n.
Exceptiona
l
understand
ing of a
general
framework
for
understand
ing and
practicing
consultatio
n.
Demonstrates an
understanding of
suicide prevention
models. (CACREP
Section II, G 5 g.).
Demonstra
tes no
understand
ing of
suicide
prevention
models
Demonstra
tes below
average
understand
ing of
suicide
prevention
models
Demonstra
tes average
understand
ing of
suicide
prevention
models
Mastered
understand
ing of
suicide
prevention
models
Exceptiona
l
understand
ing of
suicide
prevention
models
Paper follows APA
style with correct
grammar and
referencing, current
research is utilized
in the paper
Demonstra
tes no
understand
ing of
APA,
grammar
and
utilization
of current
research
Demonstra
tes below
average
understand
ing of
APA,
grammar
and
utilization
of current
research
Demonstra
tes average
understand
ing
of APA,
grammar
and
utilization
of current
research
Demonstra
tes mastery
in
understand
ing
of APA,
grammar
and
utilization
of current
research
Demonstra
tes
exceptional
understand
ing of
APA,
grammar
and
utilization
of current
research
LIVETEXT ASSIGNMENT 3
Models of Crisis Intervention
Student Assignment
CACREP 2009 Standards Section II. G. 5 g.
Student Directions – Prepare the assigned paper following the guidelines provided
below. After completing the paper, submit the document to the instructor via
LiveText.
Models of Crisis Intervention Paper – Students will choose a specific crisis issue and
compare and contrast the applicable crisis intervention models, including psychological
first aid strategies. The student will complete a literature review of the models and make
recommendations for further research. The paper will be in APA style and follow the
crisis intervention paper rubric.
Models of Crisis Intervention Paper
1. Students demonstrate an understanding of two or more crisis intervention models.
2. Students demonstrate the ability to apply critical thinking to compare and contrast
crisis intervention models.
3. Students understand psychological first aid.
4. Students are able to use peer reviewed journal literature to support their
assessment of crisis intervention models, to understand current crisis intervention
research, and identify gaps in research for further research recommendations.
5. Students demonstrate APA style.
Crisis Intervention Paper LiveText Rubric
Instructor Grades LiveText Assignment 3 Crisis Intervention Paper
After Student Submits Paper
Topic
Standard
Assignment/Asses
sment
1
0-59% No Understanding
2
60-69% Below
Average
3
70-79% Average
4
80-89% Mastery
5
90-100% Exceptional
Students
demonstrate an
understanding of
two or more crisis
intervention
models.
CACREP Section
II G.5.g
Students
demonstrate no
understanding of
two or more crisis
intervention models
Students
demonstrate a
below average
understanding
of two or
more crisis
intervention
models
Students
demonstrate
an average
understanding
of two or
more crisis
intervention
models
Students
demonstrate
an above
average
understanding
of two or
more crisis
intervention
models
Students
demonstrate an
exceptional
understanding
of two or more
crisis
intervention
models
Students
demonstrate the
ability to apply
critical thinking to
compare and
contrast crisis
intervention
models.
CACREP Section
II G.5.g
Students
demonstrate no
ability to apply
critical thinking to
compare and
contrast crisis
intervention
models.
Students
demonstrate a
below average
ability to
apply critical
thinking to
compare and
contrast crisis
intervention
models.
Students
demonstrate
an average
ability to
apply critical
thinking to
compare and
contrast crisis
intervention
models.
Students
demonstrate
an above
average
ability to
apply critical
thinking to
compare and
contrast crisis
intervention
models.
Students
demonstrate an
exceptional
ability to apply
critical
thinking to
compare and
contrast crisis
intervention
models.
Students
demonstrate an
understanding of
psychological first
aid.
CACREP Section
II G.5.g
Students
demonstrate no
understanding of
psychological first
aid.
Students
demonstrate a
below average
understanding
of
psychological
first aid.
Students
demonstrate
an average
understanding
of
psychological
first aid.
Students
demonstrate
an above
average
understanding
of
psychological
first aid.
Students
demonstrate an
exceptional
understanding
of
psychological
first aid.
Students are able
to use peer
reviewed journal
literature to
support their
assessment of
crisis intervention
models, to
understand current
crisis intervention
research, and
identify gaps in
research for further
research
recommendations.
CACREP Section
II G.5.g
Students
demonstrate no
understanding of
use of peer
reviewed journal
literature to support
their assessment of
crisis intervention
models, to
understand current
crisis intervention
research, and
identify gaps in
research for further
research
recommendations.
Students
demonstrate a
below average
understanding
of the use of
peer reviewed
journal
literature to
support their
assessment of
crisis
intervention
models, to
understand
current crisis
intervention
research, and
identify gaps
in research for
further
research
recommendati
ons.
Students
demonstrate
average
understanding
of use of peer
reviewed
journal
literature to
support their
assessment of
crisis
intervention
models, to
understand
current crisis
intervention
research, and
identify gaps
in research for
further
research
recommendati
ons.
Students
demonstrate
above average
use of peer
reviewed
journal
literature to
support their
assessment of
crisis
intervention
models, to
understand
current crisis
intervention
research, and
identify gaps
in research for
further
research
recommendati
ons.
Students
demonstrate
exceptional use
of peer
reviewed
journal
literature to
support their
assessment of
crisis
intervention
models, to
understand
current crisis
intervention
research, and
identify gaps in
research for
further
research
recommendatio
ns.
Students
demonstrate APA
style.
Students
demonstrate no
understanding in
use of APA style
Students
demonstrates
a below
average
understanding
use of APA
style
Students
demonstrate
an average
understanding
in use of APA
style
Students
demonstrate
an above
average use
of APA style
Students
demonstrate
exceptional use
of APA style
CP 6610 Facilitation Skills and Counseling Techniques (Instructor)
LiveText Instructor’s Standards Summary Form
CACREP 2009 Standards – Section G. 5. b. c. f. & g. Instructor completes form at the end of the course. This form assesses student
progress in meeting CACREP objectives and provides summary assessment
information for program evaluation. The form is completed by the instructor at the
end of the semester/term.
Student Directions – The student will submit the assignment named CP
6610 Facilitation Skills and Techniques of Counseling Instructor’s
Summary Form Student Document to the instructor in LiveText.
Topic
Standard
Assignment/Assess
ment
1
0-59% No Understanding
2
60-69% Below
Average
3
70-79% Average
4
80-89% Mastery
5
90-100% Exceptional
Assignment 1
Taping and
Transcript
Evaluation
CACREP Section
II. G. 5 b. and c.
No
understand
ing of
counseling
process,
multicultur
al issues,
counselor
characterist
ics –
behaviors,
and
essential
interviewin
g skills
Below
average
understand
ing of
counseling
process,
multicultur
al issues,
counselor
characterist
ics –
behaviors,
and
essential
interviewin
g skills
Average
understand
ing of
counseling
process,
multicultur
al issues,
counselor
characterist
ics –
behaviors,
and
essential
interviewin
g skills
Mastery in
understand
ing of
counseling
process,
multicultur
al issues,
counselor
characterist
ics –
behaviors,
and
essential
interviewin
g skills
Exceptiona
l
understand
ing of
counseling
process,
multicultur
al issues,
counselor
characterist
ics –
behaviors,
and
essential
interviewin
g skills
Assignment 2
Suicide Prevention
Consultation
Paper
CACREP Section
II. G. 5 f. and g.
No
understand
ing of
framework
for
consultatio
n and
suicide
prevention
models
Below
average
understand
ing of
framework
for
consultatio
n and
suicide
prevention
models
Average
understand
ing of
framework
for
consultatio
n and
suicide
prevention
models
Mastery in
understand
ing of
framework
for
consultatio
n and
suicide
prevention
models
Exceptiona
l
understand
ing of
framework
for
consultatio
n and
suicide
prevention
models
Assignment 3
Models of Crisis
Intervention Paper
CACREP Section
II. G. 5 g
No
understand
ing of
crisis
interventio
n models
and
psychologi
cal first aid
strategies
Below
average
understand
ing of
crisis
interventio
n models
and
psychologi
cal first aid
Average
understand
ing of
crisis
interventio
n models
and
psychologi
cal first aid
strategies
Mastery in
understand
ing of
crisis
interventio
n models
and
psychologi
cal first aid
strategies
Exceptiona
l
understand
ing of
crisis
interventio
n models
and
psychologi
cal first aid
strategies strategies
Remediation:
Students who do not meet the required level of mastery on a common assignment will be
remediated prior to the end of the semester by the course instructor.
Evaluation
To pass the course, students must demonstrate knowledge and ability as specified by
course objectives, assignments, assessments and activities.
Plagiarism Policy:
Faculty teaching courses in the College of Education must include the definition of
plagiarism below and the paragraph that follows in each syllabus. Following this
information, instructors should clearly state the consequences for plagiarism. The
consequences outlined in the syllabus must meet the guideline outlined in the current
edition of the Oracle.
Information placed in each course syllabus:
The College of Educations defines plagiarism as:
Three consecutive words that are not common professional language used from another
source without quotation
Rephrasing another author's words without appropriate citation
Using another author's ideas or data without appropriate citation
Submitting another author's or student's writing as one's own
Directly quoting a source without using appropriate APA or MLA style (whichever is
required by the instructor) citation to show that it is a direct quote.
Intentionally taking information from a source and not giving appropriate credit
Students who commit plagiarism will be subject to disciplinary actions as outlined in The
Oracle for Academic Misconduct and violation of the Honor Code. The Standards of
Conduct and Disciplinary Procedures define university procedures in these matters.
Students have the right to request consideration by the Student Services Conduct Board.
Consequences for plagiarism in (course number) are as follows: {*NOTE TO
FACULTY*: This is where faculty will outline consequences for plagiarism in any
assignment/assessment/activity in (course prefix and course number) as follows:
Penalty/Failure can only be applied to the assignment. Only in situations where the
assignment is critical to successful completion of the course may the faculty fail the
student for the course.}
Additional Services
ADA
Absence Policy
Academic Conduct
COMMENTS & QUESTIONS:
At Troy University, students are our most valuable commodity. If you have any
comments or questions about this course, please do not hesitate to contact me.
*The instructor reserves the right to make changes on the syllabus in
any way necessary to meet the needs of the class and will have the final
say on syllabus and assignment interpretation. Any changes will be
announced.
PLEASE RETURN THIS SHEET (SIGNED) TO YOUR
INSTRUCTOR BY THE THIRD CLASS PERIOD
Acknowledgement of Syllabus Content
(Please sign and turn in this sheet indicating you have read and understood the
course requirements and student expectations)
I________________________________________have read and understand the
course
syllabus for_______________________________at Troy University, which
is being taught by___________________________.
________________________________________ ________________________
STUDENT’S SIGNATURE DATE
CP 6610 LiveText Assignment 1 Transcript Form
Client & Helper Responses
Interviewing and
Counseling Skills
Evaluation of Counselor Characteristics and
Behavior
H1:
C1:
H2:
C2:
H3:
C3:
H4:
C4:
H5:
C5:
H6:
C6:
H7:
C7:
H8:
C8:
H9:
C9:
H10:
C10:
H11:
C11:
H12:
C12:
H13:
C13:
H14:
C14:
H15:
C15:
CP 6610 Guidelines for Assignment 2 – Suicide Prevention Consultation
(Handout)
1. Identify consultation model
(Student will identify the model and how it is appropriate to the consultation scenario)
Instructors will assess whether students accurately identified one of the following models.
Expert- handle problems so consultee is free to manage other business
Prescription- consultants say what is wrong and what needs to be done about it
Mediation- coordinate services of variety of people who are trying to solve a problem
Collaboration- function as facilitators of problem-solving process
2. Identify the level of consultation:
(Student will identify the level and focus of consultation)
Instructors will assess whether the student accurately identified the following levels:
Case consultation (refers to client issue or therapist issue)
Client-centered-goal is to enable the consultee to deal more effectively with current situation and similar situations in
the future.
Consultee-centered- goal is to collaboratively id. Consultee difficulties in working w/ certain types of clients and to
help dev skills to deal more effectively with current situation and similar situations in the future
Ad-hoc Consultation (refers to issue after problem occurred)
Community-centered-goal is to enable an ad hoc consultee to deal more effectively w/community problems encountered
while developing a temporary program of mental health services.
Consultee-centered-goal is to identify collaboratively the ad hoc consultee’s problems generated in providing
temporary mental health services and to take steps to help the consultee develop skills in dealing with these problems.
Administrative consultation (refers to programmatic issue)
Program-centered-goal is enable the consultee to deal more effectively with specific parts of a mental health program
and to improve the consultee’s abilities to function with similar program problems in the future.
Consultee-centered- goal is to identify consultee problems generated by implementing a mental health program and to
develop collaboratively the consultee’s skills in dealing with similar problems.
3. The student demonstrated and understanding of a suicide prevention model.
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