course syllabus - lubbock christian university · and helping relationships theories and models of...

COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB

Course Syllabus

COU 5365 Advanced Techniques

Spring 2018

Hybrid

Instructor Information

Kaylene Brown, PhD,. LPC-S, NCC

Office Location: Behavioral Sciences Building, Room 111-A

Office Hours: By appointment

Phone: 806-239-2638

Email: [email protected]

Course Description

An overview of the interpersonal processes involved in counseling including an examination of therapeutic

qualities, decision making capabilities, and the elements necessary for effective counseling. Supervised

experience in counseling through role-play, recorded interviews, observation analysis, and evaluation of

interviewing techniques.

Prerequisites: COU 5360 Counseling Theory and Practice; COU 5361 Techniques of Individual and Family

Counseling

Learning Outcomes

Upon completion of this course, students will demonstrate appropriate competency related to the following

areas of the counseling profession based on an understanding of the following 2016 CACREP standards:

Standard Core Category Standard Methods of

Evaluation

2.F.5.a. COUNSELING

AND HELPING

RELATIONSHIPS

Theories and models of counseling Graded Papers

Research

Role plays

Case studies

Discussions

Class assignments

2.F.5.b. COUNSELING

AND HELPING

RELATIONSHIPS

A systems approach to conceptualizing

clients.

Graded Papers

Research

Role plays

Case studies

Discussions

Class assignments

2.F.5.c. COUNSELING

AND HELPING

RELATIONSHIPS

Theories, models, and strategies for

understanding and practicing

consultation.

Graded Papers

Research

Role plays

Case studies

Discussions

Class assignments

2.F.5.d. COUNSELING

AND HELPING

RELATIONSHIPS

Ethical and culturally relevant strategies

for establishing and maintaining in-

person and technology-assisted

relationships.

Role plays

Case studies

Discussions

Class assignments

University Mission Statement Lubbock Christian University is a Christ-centered, academic community of learners, transforming the hearts,

minds, and hands of students for lives of purpose and service.


2.F.5.e. COUNSELING

AND HELPING

RELATIONSHIPS

The impact of technology on the

counseling process.

Role plays

Case studies

Discussions

Class assignments

2.F.5.f. COUNSELING

AND HELPING

RELATIONSHIPS

Counselor characteristics and behaviors

that influence the counseling process.

Graded Papers

Research

Role plays

Case studies

Discussions

Class assignments

2.F.5.g. COUNSELING

AND HELPING

RELATIONSHIPS

Essential interviewing, counseling, and

case conceptualization skills.

Graded Papers

Research

Role plays

Case studies

Discussions

Class assignments

2.F.5.h. COUNSELING

AND HELPING

RELATIONSHIPS

Developmentally relevant counseling

treatment or intervention plans.

Role plays

Case studies

Discussions

Class assignments

2.F.5.i. COUNSELING

AND HELPING

RELATIONSHIPS

Development of measurable outcomes

for clients.

Role plays

Case studies

Discussions

Class assignments

2.F.5.j. COUNSELING

AND HELPING

RELATIONSHIPS

Evidence-based counseling strategies

and techniques for prevention and

intervention

Role plays

Case studies

Discussions

Class assignments

2.5.F.k. COUNSELING

AND HELPING

RELATIONSHIPS

Strategies to promote client

understanding of and access to a variety

of community-based resources.

Role plays

Case studies

Discussions

Class assignments

2.F.5.l. COUNSELING

AND HELPING

RELATIONSHIPS

Suicide prevention models and

strategies.

Role plays

Case studies

Discussions

Class assignments

2.F.5.m. COUNSELING

AND HELPING

RELATIONSHIPS

Crisis intervention, trauma-informed

and community-based strategies, such

as Psychological First Aid.

Role plays

Case studies

Discussions

Class assignments

2.F.5.n. COUNSELING

AND HELPING

RELATIONSHIPS

Processes for aiding students in

developing a personal model of

counseling.

Role plays

Case studies

Discussions

Class assignments

5.C.1.b. FOUNDATIONS Theories and models related to clinical

mental health counseling.

Role plays

Case studies

Discussions

Class assignments

5.C.2.b. CONTEXTUAL

DIMENSIONS

Etiology, nomenclature, treatment,

referral, and prevention of mental and

emotional disorders.

Role plays

Case studies

Discussions

Class assignments

5.C.2.d. CONTEXTUAL

DIMENSIONS

Diagnostic process, including

differential diagnosis and the use of

current diagnostic classification

systems, including the Diagnostic and

Statistical Manual of Mental Disorders

Role plays

Case studies

Discussions

Class assignments


(DSM) and the International

Classification of Diseases (ICD)

5.C.2.j. CONTEXTUAL

DIMENSIONS

Cultural factors relevant to clinical

mental health counseling.

Role plays

Case studies

Discussions

Class assignments

5.C.2.l. CONTEXTUAL

DIMENSIONS

Legal and ethical considerations

specific to clinical mental health

counseling.

Role plays

Case studies

Discussions

Class assignments

5.C.3.b. PRACTICE Techniques and interventions for

prevention and treatment of a broad

range of mental health issues

Role plays

Case studies

Discussions

Class assignments

Course Objectives

1. Students will be familiar with and have proficiency in essential interviewing and counseling skills

and in setting measurable goals and outcomes, and conceptualization.

2. Students will also be familiar with professional research and practice in the field as they begin to

develop a personal model of counseling.

3. Students will be familiar with counselor characteristics and behaviors influencing the counseling

process.

4. Students will have a general framework for understanding and practicing consultation and have

knowledge of crisis intervention and suicide prevention models, including the use of psychological

first aid strategies.

5. Students will be familiar with cultural, ethical, and legal issues related to counseling.

6. Students will enhance their understanding of counseling theories and models.

7. Students will be familiar with and have a general understanding of the diagnostic process

including the use of the DSM-5 and the ICD.

*Note: Students will be able to understand and identify advanced counseling techniques they have learned in Techniques of Individual and Family Therapy. In addition, students will be able to apply these techniques and theoretical constructs to case conceptualization. These techniques and case conceptualizations will be demonstrated in simulated counseling tapes and treatment plans. This course is an advanced course in which students take what was learned in Techniques of Individual and Family Therapy (by didactic lecture and discussion) and apply in practice role-play sessions. The role play sessions help prepare students for practicum and internship courses at counseling sites.

Teaching Methodology

This course utilizes, but is not limited to, the following instructional methods: didactic teaching, group

discussions, class individual and group assignments, interactive and experiential assignments, role plays,

student generated research presentations, and research-based treatments. Students are evaluated through

examinations, written papers, attendance, and participation in the aforementioned assignments.

Required Text and/or Materials Young, M. E. (2017). Learning the art of helping (6th ed.). Upper Saddle River, NJ: Merrill/Pearson.

All course textbooks can be purchased online through our Virtual Bookstore located at

http://chaplink.LCU.edu. Book buy back will occur for two days on campus at the end of each

semester. An extended buy back time is available online also. For further questions, please call the

LCU Chap Store at 720-7526.


Other Resources and/or Suggested Readings

American Counseling Association. (2016). Code of ethics. Alexandria, VA: Author.

American Mental Health Counselors Association. (2015). AMHCA standards for the practice of mental

health counseling. Alexandria, VA: Author.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th

ed.). Washington, DC: Author.

American Psychiatric Association. (2011). Providing information in a patient’s lawsuit: FAQs on

subpoenas and depositions. Retrieved from http://www.apapracticecentral.org/update/2011/11-

17/subpoenas-depositions.aspx

Anderson, B. S. (1996). The counselor and the law (4th ed.). Alexandria, VA: American Counseling

Association.

Barlow, D. H. (Ed.). (2014). Clinical handbook of psychological disorders: A step-by-step treatment

manual (5th ed.). New York, NY: Guilford.

Berne, E. (1964). Games people play: The basic handbook of transactional analysis. New York:

Ballantine.

Burns, D. (1980). Feeling good: The new mood therapy. New York: Avon.

Cashwell, C. S., & Young, J. S. (2011). Integrating spirituality and religion into counseling: A guide to

competent practice. Alexandria, VA: American Counseling Association.

Conte, C. (2009). Advanced techniques for counseling and psychotherapy. New York: Springer.

Covey, S. (2013). The seven habits of highly effective people: Powerful lessons in personal change.

New York: Fireside.

de Shazer, S., Dolan, Y. M., Korman, H., Trepper, & McCollum, E. E., Berg, I. K. (2012). More than

miracles: The state of the art solution-focused brief therapy. NY: Hawthorn.

Drummond, R. J., Sheperis, C. S., & Jones, K. D. (2016). Assessment procedures for counselors and

helping professionals (8th ed.). Boston: Pearson.

Forester-Miller, H., & Davis, T. E. (2016). Practitioner’s guide to ethical decision making (Rev. ed.).

Retrieved from http://www.counseling.org/docs/default-source/ethics/practioner’s-guide-to-ethical-

decision-making.pdf

Gladding, S. T. (2011). Becoming a counselor: The light, the bright, and the serious (2nd ed.).

Alexandria VA: American Counseling Association.

Gladding, S. T. (2011) The creative arts in counseling. Alexandria, VA: American Counseling

Association.

Granello, D. H., & Granello, P. F. (2007). Suicide: An essential guide for helping professionals and

educators. Boston: Pearson.

Haley, J. (1976). Problem-solving therapy. San Francisco, CA: Jossey-Bass.

Hood, A. B., & Johnson, R. W. (2007). Assessment in counseling: A guide to the use of psychological

assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.

Johnson, S.L. (2017). Therapist’s guide to clinical intervention: The 1-2-3’s of treatment planning (3rd

http://www.apapracticecentral.org/update/2011/11-17/subpoenas-depositions.aspx

http://www.apapracticecentral.org/update/2011/11-17/subpoenas-depositions.aspx


ed.). London: Academic Press.

Joiner, T.E., Van Orden, K.A., Witte, T.K., & Rudd, M.D. (2009). The interpersonal theory of suicide:

Guidance for working with suicidal clients. Washington, D.C.: American Psychological Association.

Jongsma, Jr., A. E., & Peterson, L. M., & Bruce, T. J. (2014). The complete adult psychotherapy

treatment planner (5th ed.). Hoboken, NJ: Wiley & Sons.

Klott, J. & Jongsma, A.E. (2015). The suicide and homicide risk assessment and prevention treatment

planner, with DSM-5 updates. NJ: Wiley.

Kottler, J. A. (2010). On being a therapist (4th ed.). San Francisco, CA: John Wiley & Sons.

Kraus, R., Stricker., & Speyer, C.. (2010). Online counseling: A handbook for mental health professionals

(2nd ed.). Burlington, MA: Academic Press.

Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). NY: Routledge.

Lazarus, A. A. (1989). The practice of multimodal therapy: Systematic, comprehensive, and effective

psychotherapy. Baltimore, MD: Johns Hopkins University Press.

Lopez, S. & Snyder, C. (Eds.). (2009). Oxford handbook of positive psychology. New York: Oxford

University Press.

Miller, W. R. & Rollnick, S. (2013). Motivational interviewing: Helping people change. NY: Guilford

Press.

Moodley, R., & West, W. (Eds.) Integrating traditional healing practices into counseling and

psychotherapy. Thousand Oaks, CA: Sage.

O’Hanlon, W. H., & Weiner-Davis, M. (1989). In search of solutions. New York: Norton.

Sperry, L. (2011). Assessment of couples and families: Contemporary and cutting-edge strategies (2nd ed.).

New York: Brunner-Routledge.

Sperry, L., Sauerheber, J. D., & Carlson, J.(Eds.) (2015). Psychopathology and psychotherapy: DSM-5

diagnosis, case conceptualization and treatment (3rd ed.). New York: Routledge.

Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice (6th ed.). New York:

Wiley.

Wiger, D.E. (2010). The clinical documentation sourcebook: The complete paperwork resource for your

mental health practice (4th ed.). NJ: Wiley.

Zalaquett, C.P. & Ivey, M.B. (2018). Intentional interviewing and counseling: Facilitating client

development in a multicultural society.

Zuckerman, E. L. (2000). Clinician’s thesaurus: The guidebook for writing psychological reports (5th

ed.). New York: Guilford Press.

Course Policies

Class Attendance and Participation

Regular class attendance/online engagement is expected of each graduate student and is a professional

responsibility. The classroom experience is considered an integral part of the institution’s educational

program and experience. You are encouraged to access online courses 3 to 5 times per week. By doing so

you will be able to actively participate in the Discussion Forums, complete your assignments and access

announcements in a timely manner. On-campus students may be dropped from classes, at the discretion of

the professor, due to excessive absences (i.e., three absences in courses meeting once per week and


absences for athletic or school-related participation exceeding 25% of the class meetings and/or

laboratory sessions). All absences are included. For elaboration of the absence policy, see the current

catalog.

Residency Attendance Mandatory

Your presence is mandatory at all residency portions of this class. Any absence or non-participation

from the residency class is grounds for failure of the entire class.

Class Materials

All materials provided in class or recordings of lectures are copyright protected by Lubbock Christian

University and the professor. Your use of these materials beyond preparation for this course (i.e.

publishing to a website, distribution to others, etc.) may constitute copyright infringement.

Late Assignments

All assignments are due on the dates indicated online within the course, except in the case of significant

illness (doctor's note required) or major family emergency. For late assignments, 5 points each day will

be deducted with a limit of 3 days allowed. You need to notify the instructor as soon as possible about

the emergency, so that I can arrange a mutually agreed upon time for completion of the assignment.

Incompletes

PR– In Progress, is given at the discretion of the instructor, if requested by the student. It is the

responsibility of the student to see that a PR is removed. A PR cannot be permanently left on the

transcript. Students have one semester to remove the PR grade, but with instructor and academic dean

permission, the period may extend one additional semester. When a PR is not removed, or extended at

the end of one semester, the registrar must change the grade to F.

Tracking Grades

Students are responsible for tracking their academic progress in this class throughout the semester.

Therefore, students with questions about grades are encouraged to contact the instructor. Final grades

will be posted on LCU Self-Serve at the conclusion of the semester.

Department of Psychology and Counseling Writing Expectations

Student in graduate courses should demonstrate graduate-level writing skills. Students are expected to

write complete sentences, use appropriate grammar, and spell words correctly. If you have difficulty in

this area the Lubbock Christian University Writing Center is available to you at http://lib.lcu.edu/UWC.

The department also has an online writing coach. Graduate students in the Department of Psychology

and Counseling may access the Online Writing Center (OWC) via their Moodle home page

(http://moodle.lcu.edu). These are great resources for you to use as needed.

Students who do not demonstrate graduate level writing skills may:

1. Have their ungraded paper returned to rewrite and/or

2. Receive feedback which must be followed for improvement or

3. Receive an inadequate grade which may result in failure of the course.

Plagiarism is unacceptable and will result in failure in the course and possible dismissal from the

program.

Academic Integrity

LCU Department of Psychology and Counseling follows the University policy for academic integrity

including plagiarism. The Code of Academic Integrity can be found here at

https://lcu.edu/resources/student-handbook/code-of-academic-integrity/.

Standards of Student Conduct

With the goal to create a community that is Christ-centered, the university has established expectations

for student behavior. As a member of the LCU community, each student has the responsibility to become

familiar with the expectations that reflect the high standards of the university’s mission. These values

include, but are not limited to:

http://lib.lcu.edu/UWC

https://lcu.edu/resources/student-handbook/code-of-academic-integrity/


1. Respect for one’s self and others within the campus and in the community.

2. Respect for the legacy, mission, and community Lubbock Christian University strives to maintain.

3. Respect for all the laws set forth by the government at local, state, and federal levels.

4. Respect of policy, procedure, discipline, and authority implemented by the institution to effectively

manage all university activity.

5. Respect for the diversity (personality, race, religion, etc.) of students, faculty and staff who inhabit

the LCU community.

6. Willingness to embrace the need to hold others in the LCU community accountable to the Christian

standards that reflect the university’s mission.

7. Ability to communicate effectively and appropriately with instructors, staff, clients, supervisors,

and fellow classmates--both in person and by email. We believe it is imperative that a student

graduating into the mental health profession know to communicate thoughtfully, appropriately, and

with care.

All policies regarding student conduct are available in the University Student Handbook

(https://lcu.edu/resources/student-handbook). These policies apply to all graduate students on or off

campus, regardless of whether school is in session.

Library Resources

Library services for distance students are borrowing privileges, research and reference assistance,

library instruction and interlibrary loan mediation.

Information about services for distance students, access into academic databases and other library

resources is available through the Lubbock Christian Library Website at http://lib.lcu.edu/home

You can access research how to’s and support at the LCU library at

http://lib.lcu.edu/c.php?g=659240&p=4628344

For further information on any aspect of library resources and access please call or write the Lubbock

Christian Library at 806.720.7326 or [email protected].

Services for Students with Disabilities

Any student who feels s/he may need an accommodation based on the impact of a disability should

contact me privately to discuss your specific needs. Also, please contact the Disabilities Coordinator in

the Office for Disability Services at 806.720.7156 in room 117 CAA to coordinate reasonable

accommodations. Be advised accommodations will not be made prior to documentation with the Office

of Disability Services.

All students are expected to fulfill essential course requirements. The University will not waive any

essential skill or requirement of a course or degree program. You may find more information on

Disability Services here at https://lcu.edu/resources/disability-services/.

Concerning Violence, Harassment or Stalking

Unlawful discrimination and harassment (and any related retaliation) is prohibited and will result in

disciplinary action, up to and including dismissal or separation from the University. LCU affirms its

commitment to protecting the right of each person to raise concerns about alleged discrimination free

of fear of retaliation. The university will take prompt, decisive action to: investigate allegations of

violence, harassment, and stalking; initiate the disciplinary process if appropriate; issue appropriate

sanctions against any student found responsible for acts of violence whether the behavior occurred on

campus or off campus; take steps designed to prevent recurrence; and protect against retaliation.

Students are encouraged to report any incidents related to this policy and pursue the matter through the

state's civil and/or criminal systems as well as through the university. A student who in good faith

reports being the victim of, or a witness to an incident of sexual harassment, sexual assault, dating

violence, or stalking may not be subject to disciplinary action for violation(s) of the Code of Community

Standards occurring at or near the time of the incident.

Pursuant to Title IX

http://lib.lcu.edu/home

http://lib.lcu.edu/c.php?g=659240&p=4628344

mailto:[email protected]

https://lcu.edu/resources/disability-services/


Reports of sexual misconduct may be made to the Title IX Coordinator, Yvonne Harwood at

806.720.7497, [email protected]. For more information on what and who to report this

information to see our webpage at https://lcu.edu/resources/title-ix/.

To schedule an appointment with the LCU Counseling Center, call 806.720.7158. If you prefer, you

may also request an appointment via e-mail, sent directly to [email protected]. The Center is located

on the 2nd floor of the SUB, Room 202.

Ethical and Professional Conduct. Any of the following actions are considered just cause for failure in

practicum or internship and will be reported to the Behavioral Science program for possible dismissal

from the program and Lubbock Christian University:

1. Dishonesty (cheating, plagiarism, etc.).

2. Disclosure of client confidential information with unauthorized individuals.

3. Negligence or misconduct.

4. Mistreatment of and/or disrespect for clients, fellow students, research participants, or faculty.

5. Abusing a client, fellow student, faculty member, or staff member, (including abusive language).

6. Violations of the rules, regulations, and principles in the ACA Code of Ethics and Lubbock

Christian University Code of Student Conduct.

7. Willful submission of false information or alteration of any official records, counseling reports,

papers, or examinations.

8. Willful conduct that may cause injury to self or others.

9. Unethical behavior as defined by ethical guidelines and practice (e.g., ACA).

10. Sexual harassment as defined by Lubbock Christian University.

Assessment and Grading

The hybrid course is divided into 8 weeks online and one residency week on campus. Please follow the

schedule as demonstrated on your current syllabus and Moodle course schedule..

I. Discussion (5% of grade). Students are required to post in Discussion Boards in response to

the Discussion Board question. Postings should be made by 11:59 pm CST Sunday night

following the instructions posted online that week. Proper etiquette including good grammar

and spelling should be incorporated into each posting. Texting shorthand is inappropriate and

will be penalized severely. See directions in Moodle for more details on Discussion

Questions.

II. Exams (20% of grade). A midterm exam will be given in Week 5 and the final exam will be

given in Week 8.

III. Taped Role Play and Transcript (20% of grade). The student will do one simulated

counseling session as the Counselor. The “Client” will be roleplayed. The tape should be a

minimum of 30 minutes. The student will find attached to the syllabus Taped Roleplay

Session and Transcript Forms with step-by-step directions on how to complete the forms for

this assignment. Students will complete the forms and turn them in with a 15-minute type

script of his or her session. The student does not have to turn in the tape, but should have it on

hand in the event that the instructor wishes to review it with the student. If a tape is not

considered to be adequate, the student will be required to do another to replace it.

IV. Technique Presentation Paper (15% of grade). Each student will research and write about

a technique not discussed in the textbook. The paper is due in Week 7. The paper will also be

presented to the class during the Residency week utilizing Power Point. The in-class

presentation will include a demonstration of the technique with a classmate. This technique

must come from reliable resources such a professional, peer-reviewed research journal or

other professional journals. Most importantly, describe how and why this technique is based

on theory. In other words, how does the theory drive this technique? A detailed Rubric for this

paper assignment is provided. The technique chosen for the presentation must be approved by

the faculty no later than the 3rd week of class. As soon as you have picked out a technique,


https://lcu.edu/resources/title-ix/



email your instructor for approval. A paper or presentation written on a technique not

approved by faculty prior to submission and presentation will not be accepted and the student

will receive the grade of “F.” This paper is due in Week 7 through Turn It In.

V. Technique Presentation Demonstration and Power Point (20% of grade). BRING TO

CLASS FOR PRESENTATION (assignment will be presented during Residency week).

The presentation (the paper is due in Week 7) will be presented during class time or

Residency. This formal presentation of your Technique paper to the class will include a Power

Point presentation and a live demonstration of how the technique is typically used. This

means you will demonstrate the technique with a classmate during Residency as part of your

presentation. This is due upon arrival in Residencies; be prepared to present your paper

on day 1 of Residency.

VI. Skill Development and Role Play (20% of grade). During Residency class, students will

practice basic listening and interviewing skills. A variety of methods will be used to practice

these skills, including video/audio recordings, observation of mock clinical sessions, and role

plays.

Skills training/practicing will be done during class. Each student will be expected to

participate. Each person will have the opportunity to role-play the counselor (CO), client

(CL), and observer (O). Interview topics will be assigned by the instructor. The Observer will

complete the Skills Development and Role Play Feedback Form on each role play. If two

observers are in a group, the second one will be filling out a rubric and taking notes to provide

additional feedback to the counselor. These comments will be given to the CO for reflection

and personal growth and will provide an opportunity for students to learn how to give

appropriate feedback. These forms will be turned in for review by the instructor. Please be

honest in your assessment, but in a kind manner.

Additionally, the practice sessions will be videoed. After reviewing the feedback from the

Observer, the taped role play will be viewed by the triad and suggestions for improvement

will be made to the CO. Then, the CO and CL will role-play the same scenario again taking

into account the suggestions and observations from Observer and the video. This allows the

CO to immediately put into practice the feedback received from the Observer and from

watching the video. After re-playing the role play, the interaction will then be processed with

the entire class and instructor. CO, CL and Observer will share the differences they noted

between the first practice session and the improved practice session at the end of the week.

Grading Criteria

Participation online (discussions = 25 points) and during Residency week

(discussion = 25 points)

50 points 5%

Exams (100 x 2) 200 points 20%

Taped Roleplay Session and Transcript 200 points 20%

Technique Presentation Written Paper 150 points 15%

Technique and Power Point Presentation 200 points 20%

Skills Evaluation in Residency (25 x 4) 200 points 20%

1000 points 100%

A 900-1000

B 800-899

C 700-799

F 699 and below

NOTE: Primary consideration will be based on students’ ability to consistently demonstrate basic

counseling skills and exhibit professional behavior.


Discussion Participation Rubric

Criteria Unacceptable 0 Points

Poor 1-2

Point Acceptable

3 Points Good

4 Points Excellent 5 Points Score

Initial Assignment Posting

Posts no assignment.

Posts assignment with superficial

thought and preparation;

doesn't address all aspects of the

task.

Posts adequate assignment

with superficial thought and preparation;

addresses most aspects of the task.

Posts well developed assignment that

addresses all aspects of the task; lacks full

development of concepts.

Posts well-developed assignment that fully addresses and develops all aspects of the task (300 words or more).

Responses to Classmate Postings

Posts no followup

responses to others.

Posts a response that is a shallow contribution to discussion (e.g.,

agrees or disagrees); or

does not enrich discussion with

either response (minimum of 2)

Posts shallow contribution to

discussion (e.g., agrees or

disagrees); does not enrich

discussion. Asks shallow

questions that doesn’t further the

discussion. Posts a response (minimum is 2)

considered good or excellent.

Elaborates on an existing posting with further comment. Asks thoughtful questions to further the discussion.

Demonstrates analysis of others' posts; Extends meaningful discussion by building on previous posts (150 words or more). Asks thoughtful questions requiring critical thinking to further the discussion.

Content Contribution

Posts information

that is off-topic, incorrect, or irrelevant to discussion.

Repeats but does not add

substantive information to the

discussion.

Repeats and adds minimal substantive

information to the discussion.

Posts information that is factually

correct; lacks full development of

concept or thought.

Posts factually correct, reflective, and substantive contribution; advances discussion and/or asks questions that require critical thinking.

References & Support

Includes no supporting

references or experiences.

APA style is not used. Writer

recognizes research but

does not cite in text or

reference source

(Unintentional Plagiarism).

Uses personal experience to

support comments, but

does not include references to

readings or research. Research, literature,

readings and/or media is

incorrectly cited within the text and reference

section (3-4 mistakes across

citations).

Incorporates some references

from required sources, popular

websites and personal

experience to support

comments. All references are

cited using APA style including

in-text citations and references at the

end of the text with

minimal mistakes (1-2

mistakes across citations).

Incorporates references from

required sources including textbook, required media or

peer-reviewed research used as well

as some references to

personal experience to support

comments. All references cited

correctly using APA style but are missing

either in-text citations or

references at the end of the text.

Uses reliable references to literature, readings, textbook, personal experiences, and/or resources required as well as additional outside sources, including peer-reviewed research to support comments. All references are cited in correct APA style, including in-text citations and references at the end of the post.

Clarity & Mechanics

Posts long, unorganized or rude content

that may contain

multiple errors or may be

inappropriate.

Communicates in friendly,

courteous and helpful manner with some errors

in clarity or mechanics.

Communicates in friendly,

courteous and helpful manner with

some errors in clarity or

mechanics.

Contributes valuable information to

discussion with minor clarity or

mechanics errors.

Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.

/25

Copying and pasting information from the web or research without proper citation is considered

plagiarism, will be given an automatic zero and be documented in the college.


Technique Written Paper Rubric

Unsatisfactory

0

Basic

10

Proficient

20

Distinguished

30

Writing Aspect Student work is well

below standard of work

that would be expected of a

college- educated

individual.

Student work

demonstrates

minimum level expected of college-

educated individual.

Student work is typical of

what a college-educated

individual should be able

to accomplish.

Student work demonstrates

Consistently high quality throughout.

Meets requirements of

assignment Incomplete, major points

unclear, does not meet

requirements of

assignment.

Minimum requirements

for assignment met.

Content accurate and clearly

articulated.

Some major points are

supported.

Adequately addresses

assignment.

Major points are clearly stated

and well supported.

Exceptional and creative.

Goes over and above in

meeting requirements of

assignment.

Demonstrates an excellent

understanding of the

integration of theories.

Integration of theories Theories not integrated or

discussed.

Inadequate integration

of theory.

Some points supported

by resources.

Adequately integrates

theories.

Most major points are

supported by theory and

cited and references

properly.

Excellent integration of

theoretical rationale and

concepts.

Well supported by research.

Content Content is incomplete.

Major points are not clear

and /or persuasive.

Assignment was not

adequately answered.

Content is not

comprehensive or

persuasive. Major points

are addressed, but not

well supported.

Responses are

inadequate or do not

address assignment.

Content is inconsistent

with regard to purpose

thought and clarity.

Accurate and persuasive.

Major points are stated.

Responses are adequate and

address assignment.

Content and purpose of

assignment are clearly

articulated.

Content is accurate and

persuasive.

Major points are stated.

Responses are excellent and

address assignment.

Content and purpose of

assignment are clearly

articulated.

Writing Grammar and Mechanics APA Style,

font, margins, headers,

headings, citations and references.

APA Style not used, very

poor writing skills

APA Style

attempted. Incomplete

sentences and run-ons.

Lacks title page or

references.

Lacks appropriate

headings.

Some punctuation and

grammar errors, more

than 3 errors per page.

Many spelling errors.

APA Style attempted with 3

or fewer errors.

Title and reference pages

present.

Some headings.

Good grasp of grammar with

3 or fewer errors.

3 or fewer spelling errors

Excellent APA Style.

No formatting errors.

Includes appropriate title page

and references.

Quotations correctly cited in

text.

Appropriate heading levels.

___/150


Technique/Skill In-Class Demonstration Rubric

Criteria Unacceptable

0 pts.

Poor

<12.5 points

Acceptable

12.5-25 points

Good

25-37.5 points

Excellent

37.5-50 points

Score

Skills

Demonstration

50 points

No

demonstration

0 points

Demonstration

does not meet

three or more

of the criteria

in excellent

column.

< 12.5 points

Demonstration

does not meet

two or more

of the criteria

in excellent

column.

12.5 – 25

points

Demonstration

does not meet

one of the

criteria in

excellent

column.

25 - 37.5

points

Demonstration meets

20-minute

requirement.

Technique is

accurately

demonstrated, role-

played or guided live.

Technique was not

covered in the

textbook.

Technique is a widely

accepted counseling

strategy, as evidenced

by inclusion of

research sources.

How does the theory

drive this

technique?

37.5 - 50 points

Power Point

Presentation

50 points

No Power

Point.

0 points

Power Point

does not

include three

or more of the

requirements

in the

excellent

column.

< 12.5 points

Power Point

does not

include two or

more of the

requirements

in the

excellent

column.

12.5 – 25

points

Power Point

does not

include one of

the

requirements

in the

excellent

column.

25 - 37.5

points

Power Point

When this

technique is

appropriate.

What it feels like

from the client’s

perspective.

How to tell if it is

effective.

The research on

effectiveness.

Diversity issues or

cultural limitations.

Potential for harm

or other ethical

issues.

Where to learn

more about the

topic.

Research sources

included.

37.5 - 50 points

______

Total /100

Total points _____________ x 2 = ____________ total score.


Skills Development and Role Play Feedback Form

Name of Counselor_________________________

Observer _________________________________

Agree Neutral Disagree

The counselor was able to build rapport with the client. 1 2 3 4 5 6 7

The counselor was able establish appropriate direction and pace for

the session.

1 2 3 4 5 6 7

The counselor displays the ability to ask appropriate questions (open

and closed).

1 2 3 4 5 6 7

The counselor demonstrates the ability to summarize/paraphrase with

accuracy.

1 2 3 4 5 6 7

The counselor displays the ability to accurately reflect feeling and

meaning.

1 2 3 4 5 6 7

The counselor is able to enter into a session and interact with the client

within the appropriate stage (5 stages).

1 2 3 4 5 6 7

Skill Count:

Open Question Encouragement/Restatement

Closed Question Paraphrase

Reflection of Meaning Reflection of Feeling

Summary

What did you find that the counselor did that appeared to be helpful? Think about what might have been

said, how well he/she listened, and perhaps even his/her body language. Be specific.

What if anything did the counselor miss that you would have liked to seen him/her do? What would you

have liked to see happen that didn’t?

Taped Roleplay Session Assignment Template

TAPED ROLEPLAY SESSION ASSIGNMENT

Please look over the steps listed below and then review each form before you begin taping; you will

be completing the following forms based on your roleplayed session. The forms and corresponding

steps follow. PLEASE TURN ALL ITEMS/STEPS IN AS ONE ASSIGNMENT IN ONE

DOCUMENT. Do not submit each form by itself! Single item/forms will be rejected.

Step 1:

Have your roleplay client to complete and sign the Release Form. Release Form and include it in the

submitted package. Yes, we need the Release signed although this was a “mock” session.

THIS IS CRITICAL. I CANNOT LOOK AT THE TRANSCRIPT WITHOUT IT. Failure to include the

Release Form results in an automatic “F” on this assignment.

Step 2:


Record at least 30 minutes of a mock counseling session. Transcribe at least 15 minutes of the session.

Indicate the words the client says and what you say as the counselor on the transcript. Use the script

example on pages 83-84 from your text book. Identify each interaction. Was your statement a summary?

Were you parroting? Were you reflecting meaning? Identify the interactions. Remember, once you have

recorded what was said, please note a better response by way of the Comment feature in Microsoft Word.

Identifying a more improved response tells me you understand what happened in the interaction. We learn

by correcting less than effective statements.

Step 3:

Enter the number interaction skills mentioned on the Skill Count Sheet and follow the directions given

there.

Step 4:

Complete the Session Recap.

Step 5:

Complete the Treatment Plan Summary form.

Step 6:

Attach the Student Counselor Trainee Feedback form. Place your name at the top of this form and I will

complete it with my feedback.

STEP 1:

Consent Form

Have your roleplay client to complete and sign the Release Form. Release Form. Yes, we need the Release

signed although this was a “mock” session.

THIS IS CRITICAL. I CANNOT LOOK AT THE TRANSCRIPT WITHOUT IT. Failure to include the

Release Form results in an automatic “F” on this assignment.

__________________

I am a student in Advanced Techniques at Lubbock Christian University, Lubbock, Texas. I am required to

practice counseling skills with volunteers. I appreciate your willingness to work with me on my class

assignments.

Please select an issue you are comfortable roleplaying and that you would might discuss publicly.

However, please do not select a deep emotional issue you are struggling with or an issue you may be in

therapy for at this time.

Here are some important dimensions of our work together:

Confidentiality. As a student, I cannot offer any form or legal confidentiality. However, anything you say

to me in the practice session will remain confidential, except for certain exceptions that state law requires

me to report. Even as a student, I must report (1) a serious issue of harm to yourself or others; (2)

indications of child abuse or neglect, elder abuse or neglect, or abuse or neglect of anyone who is

handicapped or disabled; (3) other special conditions as required by our state _______________________.

Video Recording. I will be recording our sessions for my personal listening and learning. If you become

uncomfortable at any time, we can turn off the recorder. The recording may be shared with my supervisor

Kaylene Brown, PhD, LPC, and/or students in my class. You’ll find that recording does not affect our

practice session so long as you and I are comfortable. Without additional permission, recordings and any

written transcripts are destroyed at the end of the course.


Boundaries of Competence. I am an inexperienced counselor; I cannot do formal counseling. This

practice session helps me learn helping skills. I need feedback from you about my performance and what

you find helpful. I may give you a form that asks you to evaluate how helpful I was.

Volunteer Client Counselor

Date

STEP 2:

INSERT Tape Script HERE

Record at least 30 minutes of a mock counseling session. Transcribe at least 15 minutes of the session.

Indicate the words the client says and what you say as the counselor on the transcript. Use the script

example on pages 83-84 from your text book. Identify each interaction. Was your statement a summary?

Were you parroting? Were you reflecting meaning? Identify the interactions. Remember, once you have

recorded what was said, you may note a better response by way of the Comment feature in Microsoft

Word. Identifying a more improved response tells me you understand what happened in the interaction.

STEP 3:

Skill Count

Skill Skill Count Percentage=

frequency of each skill divided

by total count of all skills

combined

Influencing

Reflection of Feeling

Reflection of Meaning

Self-Disclosure

Focusing

Confrontation

Paraphrase

Summarization

Restatement

Encouraging

Open Ended Question

Closed Ended Question

Attending behaviors

Total 100%


Sample:

Skill Frequency of Skill

Percentage

Paraphrase 2 2/10 =.20

Closed Questions 5 5/10 =.50

Attending Behaviors 2 2/10= .20

Reflecting Meaning 1 1/10= .10

Total 10 100%

STEP 4:

Session Recap

Student Trainee: Complete this form for the roleplayed session.

Student Trainee Name:______________________________

Client:____________________________________

Length of Session: 30 minutes Date of Session: _______________

1. What are your goals for the first session?

2. Interview notes:

a. Briefly, what behaviors were displayed by the client, how did client act? What did the

client and student say?

b. Interpretations of session content, what counselor thought, and how this might affect client

progress?

3. Counselor’s Reaction to Session: How do you think the session went? What was client’s underlying

issue, if any? What you sense was really going on with client?

4. Future Sessions/ Follow-up on Homework:

5. What would you have done differently?


STEP 5: Treatment Plan Summary

Definition of the

problem:_______________________________________________________________________________

___

DSM Diagnosis:

___________________________________________________________________________

Goals for Change

Therapeutic Interventions Outcome Measures of Change

1. Long-Term Goal:

Short Term Goal:

Interventions planned:

Observed Outcomes Expected (Evidence that

goals were met):

_____________________________________

2. Long-Term Goal:

Short Term Goal:



goals were met):

_____________________________________

3. Long-Term Goal:

Short Term Goal:



goals were met):

_____________________________________

STEP 6:

Student Counselor Trainee Feedback

Directions: This form will be completed by your University Supervisor. It is to be turned in with the

video tape and given to your University Supervisor.


Student Name: _____________________________________ Semester:

______________________________

Client Name: ______________________________________ Video #:

_______________________________

Far below

expectations

1

Below

Expectations

2

At Expectations

3

Above

Expectations

4

Far Above

Expectations

5

Note: The above scale has been applied to the following statements. A rating below 3 does not meet

minimum program standards.

_____ 1. Counselor greets client in friendly, warm, manner, and opens the session with the appropriate

amount of structure.

_____ 2. Counselor encourages client to tell his/her own story by appearing accepting and interested. In

addition, counselor allows the client to set the pace and determine the initial direction of the

session.

_____ 3. Counselor timing is appropriate (e.g., does not rush the client, appropriate use of silence).

_____ 4. Counselor employs open-ended responses to encourage client participation.

_____ 5. Counselor tracks client statements accurately (e.g., does not lead or lag behind).

_____ 6. Counselor responds accurately, reflecting both the content and affect of client’s message.

_____ 7. Counselor allows client to lead through feedback and clarification of client messages, rather

than sending counselor’s own messages.

_____ 8. Counselor uses responses effectively in controlling the direction of the counseling session.

Counselor uses higher level counseling responses.

_____ 9. Counselor communicates warmth, caring, and positive regard through voice tone and body

language (when applicable).

_____ 10. Counselor closes the session appropriately.

Faculty Evaluation: _____ Meets Minimum Competency Skill Levels

_____ Does not meet Minimum Competency Levels

Comments:

______________________________________________________________________________

______________________________________________________________________________________

__

______________________________________________________________________________________

__

______________________________________________________________________________________

__

______________________________________________________________________________________

__

______________________________________________________________________________________

__

______________________________________________________________________________________

__

THIS IS THE END OF THE TAPED ROLEPLAY SESSION ASSIGNMENT


Instructional and Outside Work Estimate

Activity Estimated time spent

Class Contact during Residencies and Individual Evaluation

Meetings

45 hrs

Class Preparation/Readings/Tapes/Transcription 45 hrs

Practice/Role Play Counseling Techniques 50 hrs

Skill Demonstration and Research Preparation 20 hrs

Total time spent 160 hrs

Tentative Schedule and/or Due Dates

Date Topics Assignments CACREP

Standard

Week 1

Review basic

responding

techniques, personal

values, reflective

practitioner

Readings:

Syllabus

Getting Started Folder

Professor’s Tips for Success Folder

Textbook Readings:

Read chapters 1 and 2 of the Young text

Assessments:

Week 1, Discussion Board 1: See directions in Moodle

2.F.5.a.

2.F.5.d.

2.F.5.e.

2.F.5.f

2.F.5.g.

Week 2

Reflecting skills,

paraphrasing, skills

practice

Textbook Readings:

Chapters 3 and 4 of the Young text

Assessments:

Tape Roleplay Counseling Session and Transcript DUE

2.F.5.f.

5.C.1.b.

5.C.3.b.

Week 3

Understanding

emotions/reflecting

feelings, meaning and

summarizing skills,

moving client to

deeper levels

Textbook Readings:


Assessments:

Week 3, Discussion Board 2: See directions in Moodle

The Technique you have chosen for the Technique

Presentation Paper should be sent to instructor for

approval by Sunday 11:59pm CST.

2.F.5.f.

2.F.5.h.

5.C.2.b.

5.C.2.d.

5.C.3.b.

Week 4 Challenging skills,

Treatament Planning,

Case Concept.

Textbook Readings:


Assessments:

Week 4, Discussion Board 3: See directions in the Moodle

course.

2.F.5.g.

2.F.5.h.

2.F.5.l.

2.F.5.m.

2.F.5.n.

5.C.1.b

5.C.2.d.

Week 5

Change Techniques,

Treatment Planning

and Case Concept.

Diagnosis

Textbook Readings:

Chapters 9 of the Young text

Assessments:

EXAM 1 over chapters 1-8

2.F.5.i.

2.F.5.n.

5.C.2.b.

5.C.2.d.

Week 6

Change techniques,

Diagnosis Textbook Readings:

Chapter 10 of the Young text

Assessments:

Week 6, Discussion Board 4: See directions in the Moodle

course.

2.F.5.b.

2.F.5.i.

2.F.5.k.

2.F.5.n.

5.C.2.d.


Week 7

Evaluation,

reflection,

termination

Textbook Readings:


Assessments:

Technique Presentation Paper DUE

2.F.5.d.

2.F.5.j.

Week 8: Cultural issues,

gender, children Textbook Readings:


Assessments:

EXAM 2 over chapters 9-12

2.F.5.c.

2.F.5.e.

5.C.2.j.

5.C.2.l.

Residency

Week

Residency week is 20 hours of classroom instruction working

with students to further develop and hone their counseling

skills as learned throughout this course.

*Professor reserves the right to change due dates, assignments, and other materials as may be needed from

time to time.

course syllabus - lubbock christian university · and helping relationships theories and models of...

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