MHS 5005 Introduction to Counseling

Fall 2011, Syllabus

CLASS LOCATION: Norman, 1327B, Labs – Norman F, I, J CLASS SCEHDULE: Fridays, 8:30-11:30a.m. INSTRUCTOR: Meggen B. Sixbey, Ph.D., LMHC, LMFT LAB INSTRUCTORS: Lindsay Duda lindsayduda@gmail.com Kristy Socarras kristinasocarras@gmail.com> Courtney Ward Debbie Weiss debralyn@ufl.edu CLASS LISTSERVE: FALL-0594-L@lists.ufl.edu ADDRESS: 1215 Norman Hall, University of Florida PO Box 117046, Gainesville, FL 32511-7046 E-MAIL ADDRESS: sixbey@ufl.edu PHONE: (352) 392-1575 during business hours

(352) 871-7787 after business hours OFFICE HOURS: To see Dr. Sixbey out of class, make an appointment with her during class, email, or call.

I. Course Purpose and Method of Instruction

MHS 5005 is an academic and training experience designed to promote students’ acquisition and development of specific skills in verbal and nonverbal communication, human relations, identification of client issues, and proposing appropriate counseling strategies. In addition, students will learn fundamental skills in listening, responding, expressing empathy, and focusing as well as more advanced skills in the areas of finding meaning, reframing, effective challenging, leading and action planning. Self-exploration activities and projects will be used to help students develop and practice these skills. Small group and individual practice sessions with the use of videotapes for feedback on counseling skills will be utilized.

Overall, the course focuses on the identification and use of beginning fundamental skills needed for a person to become an effective counselor. Methods of instruction will include lecture, small and large group discussion, role play, case studies, use of internet resources, small group activities and guided practice, student design and delivery of workshop topics, and guest speakers.

This course is designed on a “modified” competency model. Competency based learning is an educational approach which specifies the performance required for success. Special emphasis is placed on effort and demonstrable abilities required for performance. Hence, performance becomes the primary source of evidence in assessing mastery of competencies. In essence, the focus is on the achieved results of learning, and evaluation shifts to the attainment of a set of competencies. II. Course Prerequisites: None; this is a beginning course for the M.Ed./Ed.S. degree in counseling. III. Course Objectives/Competencies: 1. To learn about and experience the core conditions of a counseling relationship. 2. To learn about and develop the personal characteristics of effective, ethical counselors. 3. To apply and integrate the knowledge learned in current/prior counseling courses in actual

counseling practice. 4. To learn basic counseling interventions/strategies and models and basic interviewing skills based

on common factors in healing and helping across cultures. 5. To learn and improve basic counseling skills including but not limited to: intake/initiation of

counseling sessions; structuring; attending; questioning; reflection of content, meaning, and emotion; use of empathy; immediacy, use of intuition, case conceptualization; interpretation; interrupting; confrontation; silence, problem solving, persuasion, crisis intervention, behavioral strategies, and termination.

6. To gain self-insight, knowledge, and awareness of your racial-cultural self as a counselor, helper, and healer, as well as the way in which you relate to others.

7. To give and receive feedback on counseling skills and overall approach, and integrate that feedback in future counseling practice.

8. To apply intentionality, thoughtfulness, and ethics in counseling practice. 9. To develop an understanding and awareness of the above skills that are most useful in helping

relationships and to intentionally and consciously utilize a repertoire of these skills. 10. To articulate ways in which you have gained self-understanding and have personally developed

as a racial-cultural counselor and person. 11. To articulate your own personal philosophy of counseling, and to describe your personal

counseling style and approach based on theory and technique, both in writing and verbally. 12. To experience the importance of ongoing supervision and feedback in all counseling work.

IV. Applicable Professional Standards Addressed

This course is designed to meet the National and Florida State professional standards listed as follows: Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2009) Section II, Subsection G-5: HELPING RELATIONSHIPS – studies that provide an understanding of the counseling process in a multicultural society, including all of the following:

a. an orientation to wellness and prevention as desired counseling goals; b. counselor characteristics and behaviors that influence helping processes; c. essential interviewing and counseling skills;

Portions of this course also fulfill in part the following CACREP standards: Section II, Subsection G-2, SOCIAL AND CULTURAL DIVERSITY:

a. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’

b. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and

Section II, Subsection G-1, PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE:

c. self-care strategies appropriate to the counselor role Council for the Accreditation of Counseling and Related Educational Programs (CACREP) (2001) Section II, Subsection K-5: HELPING RELATIONSHIPS – studies that provide an understanding of counseling and consultation processes, including all of the following:

a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations and skills;

b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries.

Portions of this course also fulfill in part the following CACREP standards: Section II, Subsection K-2, SOCIAL AND CULTURAL DIVERSITY:

c. individual strategies for working with diverse populations and ethnic groups d. counselor’s cultural self-awareness and awareness of culturally supported behaviors that are detrimental to the growth of the human spirit, mind or body

Section II, Subsection K-5, HELPING RELATIONSHIPS:

e. ethical and legal considerations

(Florida) Sunshine State Standards These standards do not apply (directly) to this course.

V. Course Assignments and Evaluations 1. Attendance, readings, video-tapings of skill development, assignments, in-class

activities. Students are expected to attend each class and be on time, complete all readings and assignments, and participate in class activities/small group work. This portion of your grade will take into account your videotape work. Although videotapes are graded S/U, your timeliness with your tapings, satisfactory completion of the taping and transcripts, and evaluations relating to them will be a large part of this grade. (50 points)

2. Lab (20 points) Feedback from Lab Facilitators regarding participation, willingness to

try new skills, and openness to feedback

3. Professional Development (30 points) Students are expected to working on their professional development as they begin to enter their desired career. A rating sheet will be filled out by the student, their Lab Facilitators and the instructor and the average of the three ratings will be used to determine the effort that you are taking to develop professionally as a counselor.

4. Midterm Exam (40 points)

5. Final Exam (40 points)

6. Charting and Self Reflection (20 points): Students will be expected to keep a chart for

each of their clients. These charts will be submitted on the same day that their tapes are due. They may be submitted after the small group meeting and will be returned the next week. They will be graded by the Charting Instructions handout that you received in class. Attention to detail will be expected. In each chart, a separate note of your reflections of your progress (emotional, skills, thoughts) as a counselor to date will be included.

7. Group Project (20 points): Students will complete group project with their lab

partners with each group being responsible for an experiential presentation and discussion of one of chapter from Love’s Executioner. Groups will discuss prior to presentation which chapter is being presented as to not overlap. Each small group should involve the whole class in the discussion, preferably in an experiential way. The group project will take about 30-45 minutes of class time.

8. Paper (40 points): “Personal and Professional Development: Finding My Way”.

Choose one of the following:

Students will examine their personal and professional growth on their way to becoming a counselor. The following issues should form the basis of the paper: What are the important personal characteristics of a counselor? How does your “world view” affect your performance as a counselor? What people have had an influence on your interest in this profession? What does becoming a counselor mean to you? In what areas do you see yourself working as a counselor? What strengths do you bring to the profession? What limitations do you have? With which

populations do you have a “home court advantage?” What personal growth have you gone through this semester; what “work” do you still need to do? Are there any issues that get in your way of becoming the best counselor you can be? What are your next steps? Etc. etc.

OR You may choose to participate in a short term counseling (individual or small group) experience. Write a summary paper that describes your experience, the issue(s) you explored, your feelings about the counselor and the counseling, what you learned both personally and professionally, how you can apply what you learned, etc.

Evaluation Criteria for (above) Paper While it should be obvious at this level of your education, you are reminded that there is an important qualitative aspect to the revaluations of all papers submitted. That is, mere submission of component papers does not fulfill the requirements; each component paper submitted must evidence high quality of thought, preparation and work. Please note, that the more feedback that is required by me on or about your papers, the lower the evaluated quality of the paper submitted. This does not mean you can not come to me for assistance in your papers, I am available to help you. The final product should be evidence of a thoughtful and well written paper, in APA format. Components 2 and 3 will be evaluated in regard to the following criteria:

Content (20 points) – the degree to which the paper included the required elements, appropriate material, and appropriate references. Presentation (10 points) – specifically with attention to: Cogency – the degree to which there is coherence in the presentation of ideas, theoretical propositions, arguments, concepts, and/or procedures Clarity – The degree to which the presentation of, and especially the ideational transitions among ideas, constructs, concepts, propositions, procedures, or information is understandable and comprehensive Logic – The degree to which there is readily apparent sequential validity, in the presentations of ideas, propositions, constructs, or arguments Grammar – The degree to which the manuscript adheres to correct use of the rules of English grammar, including spelling, punctuation, grammatical construction, and format Style (10 points) – The degree to which the presentation adheres correctly to the style and format requirements as specified in the current edition of the APA Publication Manual.

Course Grading Scale The initial grading scale for this course is: Grade of A 233 - 260 points total Grade of B+ 220 - 232 points total Grade of B 207 – 219 points total Grade of C 181 - 206 points total Grade of E Below 180

Incompletes as a final grade will NOT be given. Your final grade will be based on whatever is completed and turned in by the end of the semester. Florida’s “Accomplished Practices” for School Counselors: Key Tasks assess your mastery of knowledge, skills, and dispositions that the State of Florida requires of all entry-level educators (which includes school counselors). In this course, we will cover several “Accomplished Practices,” as listed following. Your mastery of each indicator will be measured by your work on each Key Task (i.e., Components 1 and 3, as described later in this syllabus). To pass this course, you must success-fully complete all Key Tasks covered in the course and receive a “Met with Weakness” or higher evaluation for your performance on each of them. No exceptions will be made. Note that if you are enrolled in a School Counseling and Guidance (SCG) program in the department, you will not receive a grade for this course until you have achieved satisfactory performance on each of the “Accomplished Practices” addressed in this course. Students who receive a “Not Met” rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned as assigned by Dr. Sixbey. Students who do not complete their makeup work satisfactorily (i.e., with a “Met with Weakness” or higher rating) will receive a grade of Incomplete (I) for this course. Students who fail the course must repeat it later in order to demonstrate achievement of the “Accomplished Practices” covered in this course. Indicator: 2.1 (Knowledge)

Knows and identifies varied communication techniques for use with PreK-12 students, including students whose home language is not English. Assignment Description: The candidate will demonstrate knowledge of various verbal and nonverbal communication strategies with persons of varying backgrounds and characteristics through performance on a midterm written examination, a final written examination, and a final DVD-recorded examination of counseling and communication skills (see Indicator 2.2 for Assignment Directions). Assignment Directions: A midterm exam will be administered at the midpoint of the semester where a final, cumulative written exam will be administered at the end of the semester. The examinations will consist of true/false, multiple-choice, and (short-answer) essay question items. The final examination will assess a wide variety of important concepts, terms, skills, and knowledge related to effective verbal and nonverbal communication with a variety of persons (i.e., those with varying backgrounds, characteristics, life circumstances, and communication skills). The examination also covers the supportive and supplementary material presented in the assigned readings for the course.

Rating Guide for Indicator 2.1: Met - The candidate will have achieved a total of 64 - 80 points out of 80 possible points on combined exams. Met with Weakness - The candidate will have achieved a total of 63 - 56 points out of 80 possible points on combined exams. Not Met - The candidate will have achieved fewer than 56 points out of 80 possible points on combined exams.

Indicator 2.2 (Skill)

Demonstrates communication techniques that promote effective student services for PreK-12 students. Assignment Description: The candidate will demonstrate use of both general and specific communication skills known to be effective for use with a variety of persons, and with specific adaptations dependent upon the characteristics of the person(s) with whom the communication is conducted. Assignment Directions: Each candidate will attend each class period and present FOUR DVD-recorded counseling sessions. Students will ultimately present for review and evaluation all DVD -recorded sessions and full 15 minute typescripts of the third and fourth “counseling” sessions with his/her semester client (with each “counselee” being fully aware of informed consent and confidentiality considerations appropriate to the counseling practice activities). Session three is to be 20-30 minutes in duration while session four is to be 30-45 minutes in duration. The candidate will be required to (a) demonstrate competence in the use of the basic microcounseling skills learned in class and through readings, and (b) provide a written “self-critique” of the skills demonstrated for all sessions. These DVD-recordings are to be presented in the sequence in which they were developed to the course instructor for review and feedback. The candidate will select two fifteen (15) minute segments and develop verbatim typescripts for these segments. Each of these segments must contain a minimum of ten (10) verbal “microcounseling responses” by the candidate. For each candidate verbal response presented for each 15 minute segment, the candidate will describe (a) the candidate’s intent for the response (i.e., what the candidate intended to communicate, bring about, and/or have happen), (b) what actually happened (i.e., what the “client” actually did) immediately following each response, (c) the type of response that was being demonstrated, (d) an alternative (type of) response (e.g., statement or question) that could have been used at the time, and (e) a self evaluation of the effectiveness of the response using a scale of 1 = low to 10 = high.

The candidate’s self-evaluation paper of his/her 10+ responses per tape will be evaluated by Dr. Sixbey. If there is concern about the candidate’s level of skill development, the candidate’s segment will be discussed individually with Dr. Sixbey and the candidate may be asked to submit an additional DVD-recording and typescript for review.

Rating Guide for Indicator 2.2 Met -

(1) The candidate’s responses will be judged to be satisfactory for both DVD recordings/typescripts on the: (a) context in which they were presented/given, and (b) characteristics of the “client” receiving them. (2) The candidate will demonstrate at least 8-10 appropriate alternative responses from each of the 2 typescripts for the context and the “client” receiving them. (3) The candidate’s self evaluation of his/her 8-10 responses per tape will be judged to be appropriate, particularly in regard as to whether the original or alternative response would have been best for the situation.

Met with Weakness –

(1) The candidate’s responses will be judged to be satisfactory for both DVD recordings/typescripts on the: (a) context in which they were presented/given, and (b) characteristics of the “client” receiving them. (2) The candidate will demonstrate 6 appropriate alternative responses from each of the 2 typescripts for the context and the “client” receiving them. (3) The candidate’s self evaluation of his/her 6 responses per tape will be judged to be appropriate, particularly in regard as to whether the original or alternative response would have been best for the situation.

Not Met – (1) The candidate’s responses will be judged to be inappropriate for the context and/or the characteristics of the “client” receiving them and the candidate will be judged to be ineffective in self-evaluation of his/her responses. The candidate will be required to re-do the session and corresponding evaluations.

VI. Required Texts for MHS 5005 Ivey, A. E. & Ivey, M. B. (2010). Intentional Interviewing and Counseling (7th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Yalom, I. D. (1989). Love’s executioner and other tales of psychotherapy. New York:

HarperCollins. In addition, you are encouraged to review and use the following resources as needed: American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author. * see: www.apastyle.org.elecref.html

Szuchman, L.T. (2002). Writing with style: APA style for counseling. Pacific Grove, CA:

Brooks.Cole Thompson Learning. A comprehensive, collegiate-level dictionary and thesaurus.

VII. Course Outline and Calendar Please note that written materials are due on the dates scheduled and are marked with *** 8/26 Introductions; Course Overview Personal and Professional Development Assign “clients” – Tape One Assign Labs Lab - Demonstration 9/2 Counselor as Person/Effective Counseling What do Counselors Do?? Listening, Attending Skills Feedback

Confidentiality, Informed Consent discussion Read: Ivey & Ivey (I&I): Toward Intentional Interviewing & Counseling

Attending Behavior: Basic to Communication Lab- “first taping” 9/9 Facilitative Model Identifying feelings, using feeling words – Class Discussion Group practice Charting Read: Yalom: Love’s Executioner Lab – finish “first taping” if necessary; processing of first taping 9/16 Read: I&I : The Skills of Active Listening Observing and Reflecting Yalom: Fat Lady Lab- finish processing of first taping ***First Taping Completed*** ***Self Reflection Due*** 9/23 Read: I&I: Questions: Opening Communication Yalom: The Wrong One Died

***Second Taping Due*** ***Chart and Self Reflections Due*** Lab- processing of second taping. 9/30 Gatekeeper Suicide Intervention Program - QPR: Question, Persuade, and Refer Yalom: I Never Thought It Would Happen to Me Lab- processing of second taping

10/7 ***Midterm Exam*** No Lab 10/14 Read: I&I: Integrating Listening Skills

Observation Skills I&I Ch 9. – The Skills of Confrontation: Supporting while Challenging Yalom: Two Smiles Group One Project ***Third taping completed***Tapescript Due ***Chart and Self Reflection Due***

Lab- processing of third taping

10/21 Helping Clients Focus: Focusing Techniques Genograms and Goal Setting Read: I&I Ch. 10 – Focusing the Interview Yalom: Three Unopened Letters Group Two Project Lab- processing of third taping 10/28 Reflecting Meaning: Exploring Values with Clients Read: I&I Ch. 11- Helping Clients Explore Values and Beliefs Yalom: In Search of a Dreamer Group Three Project

*** Fourth taping completed***Tapescript Due ***Chart and Self Reflection Due*** Lab - processing of fourth taping

11/4 HOMECOMING – NO CLASS 11/11 VETERAN’S DAY – NO CLASS 11/18 Counseling Strategies that can Produce Change; Skill Integration Therapy Models: (The Problem Solving Model; Decision Making; Brief Counseling) Read: I&I Ch. 12 – Influencing Skills: Six Strategies for Change I&I Ch. 13 - Skill Integration: Putting it all Together Yalom: Therapeutic Monogamy

Group Four Project Lab - processing of fourth taping 11/25 THANKSGIVING – NO CLASS 12/2 Group – What Is My Strength That I Bring To Counseling?

Bring an object that is symbolic of the way you view yourself either personally, professionally, or both (put it in a bag/box - don’t let anyone see it!). Your item will be returned to you at the end of class. If it is fragile, please put it in a protective container.

Lab - processing of fourth taping (if necessary); group wrap up. 12/9 ***Paper Due*** ***Final Exam***

VIII. Course Policies Attendance

Class participation is vital for acquiring the knowledge and skills necessary to achieve the course objectives. Additionally, students’ presence and participation contributes to the interchange of ideas and experiences. Attendance and

participation are a component of your final grade in this course. Points will be subtracted Please be on time!

Accommodations for Students with Disabilities If you have a disability or disabilities that require(s) some form of accommodation(s) in order for you to learn effectively, participate fully in this class, and/or to satisfy course assignments and/or requirements efficiently and effectively, you must contact me to discuss appropriate accommodation(s) for you by no later than the beginning of the third class meeting. Please be sure to bring a copy of your letter from the Office of the Dean of Students that attests to your disability(ies) for me for my records when we meet to discuss the appropriate accommodation(s) for you. University of Florida Honor Code As a result of having officially registered for this course, you have indicated intention to comply with the University of Florida Honor Code: I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to an including expulsion from the University. Plagiarism Policy Plagiarism is defined as the presentation of a written work as if it were original, or for an original purpose, when in fact it is not. Engaging in the act of plagiarism is both unprofessional and a violation of the University of Florida Honor Code. If you present written work for this course under the pretense that it is an original composition specifically and solely for this course when in fact it had been previously written by others or by you for another purpose, you are guilty of plagiarism. Also, submission of the same papers or other written work for concurrent fulfillment of requirements in two courses is plagiarism within this definition. Note that plagiarism is distinctly different from reference citation or direct quotation from the work of another person or even from your own work; however, you must “give credit where credit is due” by providing accurate citations. I do not tolerate plagiarism. If it is determined that you have engaged in plagiarism, two things will happen automatically: a. you will be assigned a grade of E for this course, and b. a request will be made to the department chairperson to constitute a committee to determine your suitability for retention in the program in which you are enrolled.

Course Drop Policy If it becomes necessary for you to “drop” this course, the University of Florida “Drop/Add” (i.e., course withdrawal) form must be signed by me; no other signature will be considered valid for this purpose. Use of a Drop/Add form with a signature other than that of the course instructor is a violation of the University of Florida Student Honor Code. If you attempt to drop this course without my signature, two things will happen automatically: a. you will be assigned a grade of E for this course, and b. a request will be made to the department chairperson to constitute a committee to determine your suitability for retention in the program in which you are enrolled.

Video Tape and Tapescript Assignments Four (4) videotape assignments will be used to assess your progress in skill development and to give you experience and feedback from others. Satisfactory progress in skill development is necessary for completion of this course. The goals of using the lab and videotaping are to:

1) demonstrate competence in the use of the basic counseling skills, and 2) to evaluate your own performance in using these skills by completing a written review prior to the presentation of one’s tape.

The four tapes are designed to help you/us get an idea of the communication and counseling skills you will have learned to that date. These exercises will provide you with an indication of your strengths and weaknesses as well as help the instructor in structuring course activities. Please test the taping equipment and review a sample of recording before turning in videotape. You may want to practice making tapes of five minutes’ length to familiarize yourself with the taping process, if you are not already knowledgeable about this process. ALL sessions must be taped in our lab area during normal working hours--8am-5 PM. If you need help the first time, please contact one of the TAs well in advance so they can help you. Make arrangements to reserve a taping room with Patty or Candy in 1215 Norman Hall. Set up the taping equipment before you begin and test it from both chairs. Select a 10-15 minute segment from the third (3rd) and fourth (4th) videotape to transcribe following the directions as given at the end of the syllabus. Type the 10-minute segments you have selected, including everything you hear in that segment of the tape. Pick out enough dialogue on the tape that contains at least ten (10) of your responses to enable the TA’s to comment on your work. If necessary, go beyond 10-15 minutes to include at least 10 of your “counselor” responses. Guidelines for the expectations for each transcription are given at the end of the syllabus. VERY IMPORTANT: Confidentiality: All disclosures of personal information from your classmates, the teaching assistants, and myself are considered confidential and should be treated as such. In other words, material from such disclosures should not be discussed where others could overhear. Identities should be protected (disguised) if a disclosure is mentioned in a learning situation as illustration. Clinical Requirements and Basis for Evaluation Grade: Each videotape will be graded as S (satisfactory) or U (unsatisfactory). You will have the opportunity to redo unsatisfactory videotape interviews as often as time permits, for review by peers and TAs. You must earn an “S” on each videotape prior to proceeding to the next tape. Peer review groups will be formed and will meet as part of the class.

TRANSCRIPTS/TYPESCRIPTS OF COUNSELING SESSION 1. Choose a section of the third and fourth tape that is approximately ten minutes long that

contains at least 10 counselor responses. 2. Start and end your transcript with responses made by the “client”. 3. Transcribe your recording verbatim (include all “huh” Mmm-hmmm” “uh” and

similar responses. 4. After each counselor response indicate (see sample below).

1. The intent of your response. 2. What happened following the response. 3. Type of response you made (reflecting, clarifying, summarizing, etc.) 4. A possible alternative response? (what else could you have said?) 5. An evaluation of your response (using a 1 – 10 rating with 10 being high)

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SAMPLE VERBATIM DIALOGUE CL: I’ve been having a little trouble with my new job. I’m not getting along well with the

people there. CO: You’re quite concerned about that.

1. To show that I care about the client. 2. Good facilitation on my part, client

continued on issue of concern. 3. Feeling reflection. 4. It’s upsetting not to get along with

people at work. 5. 10

CL: Yes, it does concern me. I was hoping to make some friends, but the two girls in my office

don’t get along and I’m caught in the middle.

CO: Are there people at work that you do get along with?

1. To gather info about getting along at the job setting, looking for positives.

2. Could have been stated better, led client off of/away from personal concern.

3. Closed Question 4. You generally get along well with

people, but now you feel alone and trapped at work.

5. 1 CL: Yes, there are some other people at work that I get along really well with. CO: You feel good about these.

1. To reflect positive about client’s ability to have relationships with Co-workers.

2. Client acknowledged relationships. I restated problem.

3. Feeling reflection. 4. You’re proud of your ability to make

friends. 5. 7

CL: Yes, I do feel good about that. The problem is that the two girls in my office don’t like each other and they want me to take sides.

Video Taping a Counseling Session MHS 5005

1. Dress appropriately. 2. Test the video equipment and place on stand-by. 3. Meet your "client" a few minutes prior to the scheduled taping time. 4. Arrange the chairs so that you video tape both your face as well as your client's face. 5. Briefly explain release form and have him/her sign it (signing the form on or off tape is up to you). 6. Thank him/her for coming and then begin session by informing him/her that only you, your student colleagues, Dr. Sixbey and your TA supervisors will see the video and that it will be erased/destroyed at the end of the semester. Let "client" know that the emphasis is on you as counselor, not him/her as "client," that you will be taping for a half-hour or so, etc. 7. Next, tell "client" that everything said during the session is confidential unless they indicate that they plan to "harm themselves or someone else." 8. Provide them with a copy of the emergency phone numbers (tell them you are required to do this). 9. Close session appropriately and thank the "client" again for coming.

Telephone Numbers for Mental Health Services: (MHS 5005 students: Please make copies and give to each of your student clients as you close the counseling session) 1. Counseling and Wellness Center (24 Hours) 392-1575 2. Alachua County Crisis Center (24 Hours) 264-6789 3. Meridian Behavioral Healthcare (24 Hours) 374-5600 4. Dean of Students Office (8:00 AM to 4:30 PM) P202 Peabody Hall 392-1261 5. Career Resource Center (8:00 AM to 5:00 PM) Student Union 392-1601

Charting Instructions

This semester, you will have an opportunity to counsel 3 clients for 4 sessions (1:1, 1:1, 1:2). In order to experience and understand of the process of charting, you will maintain your own case chart for the clients. You will be required to submit your case notes for review each time your tape is due. Listed below are instructions and guidelines for charting, based on the expectations of counseling and accreditation agencies. Please note that chart ORDER may vary by agency or accreditation.

• Two Sided Charts o Right side: Case notes – from the oldest on the bottom to the most recent on the

top o Left side: Bottom to the top: UF Informed Consent (signed), Miscellaneous

documents such as school records, medical files, etc., Client Information Sheet, Non Therapy Contact Sheet.

o Files will be coded by therapy room and the therapists names (EX: C/Jones) – remember HIPPA – no identifying information on the outside of the file and files are to be kept in the locked file cabinet at Candy’s desk

• All client paperwork, progress notes, assessments are to be completed in black ink, however, it is preferred that they be typed. Any written correspondence is to be typed on agency letterhead.

• All written material must be LEGIBLE. If you make an error, use one line to cross if out and initial the change. Typed is preferable.

• Write all your chart information with the assumption that it will be read by a judge in a court of law. Therefore, be brief. Use words like seems like, appears, may be. Only state behaviors that you actually see – don’t assume!

• When you sign your name, you always put your degree. Some agencies will request that you put your title. Always sign and date the bottom of every case note.

Why does all this matter? Counseling facilities pursue accreditation in order to be licensed to provide services. Part of the accreditation process includes chart reviews. If charts lack key information (i.e. diagnosis, forms missing, improper billing for services, treatment plans) or if they are illegible or written in such a way that the reader is not able logically follow the course of treatment or recognize “the person” in the chart, then the agency may be sanctioned. Sanctions may range from poor reviews to fines and a loss of license and accreditation.

CONSENT FOR RELEASE OF INFORMATION

MHS 5005 Student (print name): _____________________________________________ MHS 5005 Student Signature: ______________________________________________ Course: MHS 5005 I give my permission for release of the videotape of my counseling session with the above named Counselor Education student to Meggen Sixbey, Ph.D., LMHC, LMFT and her designated assistant instructors for the above named class. I understand that the videotape will be used for instructional purposes only, and that my anonymity and confidentiality will be maintained as far as possible. I give permission for the tape to be shown in the above class and/or class lab with the above named counseling student present. I have had explained to me fully the use of any tape of my work with the above named counseling student and understand fully the conditions of this agreement as herein stated. Client’s Name (print name): _______________________________________________ Client’s Signature: ________________________________ Date: ___________

Client Information Form

Name: Contact Information: Home Phone: Cell Phone: E-Mail: Have you ever had counseling before? When and For What? What did you like most about your counseling experience? Was there anything that you wished was different? What would you like to discuss during our appointment today?

Non Therapy Contact Note

Date and Time Information Discussed

Client Name

Client Notes

Date Subjective: (What are they actually talking about? Something they actually said!) Observation: (What did you observe?) Assessment: (What do you think is the problem?)

Plan: (What is your plan?)

TAPE SELF EVALUATION (Give to TA: one for each tape) Please read each statement and place the most appropriate response to the left of the statement. A - Strongly agree B - Agree C - Undecided D - Disagree E - Strongly Disagree THE COUNSELOR: (Name:____________________________): _____1) faced the client squarely. _____2) was genuine/authentic. _____3) adopted an open inviting posture. _____4) leaned toward the client as appropriate. _____5) maintained good eye contact. _____6) remained relaxed with the client (revealed an inner quiet). _____7) verbal cues presented the same message as nonverbal cues. _____8) facilitated the client to discuss problem/situation without hesitation. _____9) gave sufficient and appropriate feedback (smiling, nodding, uh-huhing). _____10) paraphrased accurately using "new" words/fresh ideas. _____11) statements were specific and to the point (short). _____12) accurately reflected the client's feelings _____13) revealed unconditional positive regard. _____14) provided "total acceptance” of the client. _____15) was accurately empathic. _____16) asked open-ended questions. _____17) was not judgmental and/or evaluative. _____18) did not interpret or analyze the client's messages. _____19) was reassuring as needed. _____20) was comfortable with any silences that occurred. COMMENTS: (may use back of sheet if needed)

MHS 5005

COUNSELING VIDEOTAPE EVALUATION (Give to TA: one for each tape) DIRECTIONS: Fill in your response to each question concerning your taped work sample. Please type or print clearly your responses. You may use additional sheets if you wish, but please staple this form to the front of them. Student’s Name: ____________________________________________________ Lab Instructors’ Names: _______________________________________________ Tape # 1 2 3 4 (Circle One) After viewing your tape, think about and respond to the following questions: 1. What do you feel good about? 2. What would you like to change? 3. How do you perceive the client’s responding to you? 4. Your personal (for yourself) and professional (for your client) goals and objectives for this

session: 5. Brief explanation of the techniques/skills you displayed in this session: 6. Based on the results of this session, what would be the goals and objectives for your next session

with this client? 7. Identify your strengths and weaknesses in this session:

Student’s evaluation of self: (circle one) (Ineffective) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (Very Effective)

MHS5005 Student’s Name:

Self Reflection

(Give to TA: one for each tape)

1. How do I FEEL about the progress I am making (“good” does not count!!)?

2. Is there anything that is making me feel unprepared, afraid, nervous, etc…and what is it and what do I think I can do about it?

3. Is there anything that I feel was really meaningful for me that happened in the past couple of weeks?

4. Is there anything that I would like or need to share?