DEPARTMENT OF PSYCHOLOGY AND COUNSELING
SCHC 7900: PREPRACTICUM (Tuesday )
Ivey, A. E. & Ivey, M. B. (1999). Intentional interviewing and counseling. Fourth Edition. Pacific, CA: Brooks Cole.
Jacobs, E. (1992). Creative
counseling techniques: An illustrated
Psychological Assessment Resources, Inc.
Corey, G., Corey, M. S., & Callanan, P. (2003). Issues & ethics in the helping professions.
Pacific, CA: Brooks Cole.
Prerequisite: PSYC/SCHC 7400. This is an advanced course in counseling and psychotherapeutic approaches emphasizing skill development. Extensive role-playing in dyads and groups will be critiqued. Basic attending, empathy, and relationship skills will be emphasized as well as specific techniques such as desensitization, contracting, and role reversal.
1. SCCO-E. 1.-describe counselor and consultant characteristics and behaviors that influence helping processes including age, gender, ethnic differences, verbal and nonverbal behavior, and personal characteristics, orientation and skills.
2. SCCO-E.2. -utilize essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, maintain professional boundaries, design intervention strategies, evaluate client outcomes, and successfully terminate the relationship.
3. SCCO-E.6. -describe ethical and legal considerations related to the helping relationship.
4. SCSO-C.2.f. -develop constructive interventions with parents, guardians, and families in order to resolve problems that impact students’ effectiveness in schools.
5. SCSO-D.2 -demonstrate knowledge and skill in multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socio-economic status, gender, sexual identity, language, values, social and equity issues on student development.
Intentional Interviewing and Counseling
Active Listening Skills
Reflection of Feelings Skills
Skills of Confrontation
Reflection of Meaning Skills
Integrating Skills with Theory
ACTIVITIES and REQUIREMENTS:
B. Individual practice with class
C. Role playing/simulations
D. Audio tape feedback/written evaluation
E. Triad Groups
F. Individual Supervision
Audio Tape and Critique: Students will pair up with each other or form triads for practicing the counseling microskills. Groups will meet for one hour weekly sessions, (for a period of eight weeks), where students will take turns being the counselor and the client. Each session is to be audio taped and handed in to the instructor the following week with a one page summary and evaluation of the counseling session. (See outline attached).
Field Experience: Students will complete a 30-hour field experience in the school setting. The focus of this field experience will be individual and classroom guidance. A detailed outline of one classroom guidance lesson demonstrating how you have given attention to inclusion of special education students is required. In addition, students will design a counseling referral form that may be used during this experience. Students will keep a log (www.internetloggingsystem.com) that notes time spent, activities completed, and how activities related to course objectives.
Counseling Report: Students will choose one student they are counseling from the field experience and write a 2 – 3 page report of intake and at least one individual counseling session. The report is due on the date of presentation (See outline attached).
Individual Counseling Session: Students will choose one other student from the audiotape group and videotape a 30 minutes individual counseling session (as the counselor) to be viewed and critiqued in class. A 2 page evaluation and a transcription of (10 minutes) the counseling session will be handed in along with the videotape on the date of presentation. (See outline attached).
Classroom Guidance Counseling Activity: Students will choose one chapter from Jacobs text (chapters 2 – 7) and work in pairs to present a summary, demonstration, and classroom guidance activity of the creative counseling technique chosen. A copy of the activity and chapter summary will be handed in on the date of the presentation.
Teacher-in-Service Workshop: Students are to choose a topic and create a workshop to present at a one hour teacher-in-service workshop activity. The format and suggested topics to choose from is attached.
Exam I, II: Students will complete two (2) written examinations.
ALL PAPERS are to be written using APA 5th edition writing style
ALL WRITTEN ASSIGNMENTS are to be saved on to a computer disc (CD) and handed in to the instructor on the last day of class.
Schedule of Evaluation
Exam I: February 18
Exam II: April 14
Counseling Session: April 21 and 28
1. Audio tape evaluation 15% 90 – 100% = A
2. Field experience 20% 80 – 89% = B
3. Site Supervisor evaluation (10%) 70 – 79% = C
a. Referral form (5%) 60 – 69% = D
b. Guidance Lesson (5%) Below 60% = F
4. Counseling Report 15%
5. Counseling Session 10%
6. Exam I and II 20% (10% each)
7. Counseling activity 10%
8. Teacher-in-service Workshop 10%
Dr. Karen D. Rowland, Ph.D., NCC, LPC, Assistant Professor
Department of Psychology and Counseling
Office: Psychology Building Rm 3
Telephone: 259-5078 or 333-5930
DATE AND TIME OF FINAL EXAM
Counseling Session will serve as the final exam.
SPECIAL NEEDS STATEMENT
The class physical meetings will be on a bi-weekly schedule with one week in class and the following week spent online. During the weeks when class is scheduled online counseling dyads/triads will meet with the faculty for supervision.
SCCO-E. 1. Students will describe counselor and consultant characteristics and behaviors that influence helping processes including age, gender, ethnic differences, verbal and nonverbal behavior, and personal characteristics, orientation and skills.
Exam I & II
Audio Tape Critiques
SCCO-E.2. Students will utilize essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, maintain professional boundaries, design intervention strategies, evaluate client outcomes, and successfully terminate the relationship.
Audio Tape Feedback
Audio Tape Critiques
SCCO-E.6. Students will describe ethical and legal considerations related to the helping relationship.
Audio Tape Critiques
Exam I & II
SCSO-C.2.f. Students will develop constructive interventions with parents, guardians, and families in order to resolve problems that impact students’ effectiveness in schools.
SCSO-D.2 Students will demonstrate knowledge and skills in multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socio-economic status, gender, sexual identity, language, values, social and equity issues on student development.
Exam I & II
Tentative Class Schedule
August 17 Introduction to Course & Chapter 1: Towards Intentional
Interviewing & Counseling (I & I); Introduction (J)
August 24 Chapters 2 & 3: Attending Behavior; Questions (I & I), Chapter 2:
Use of Props in Counseling (J), Dyad/Triad Session begins –
August 31 Chapters 4 & 5: Observation Skills; Skills of Active Listening (I & I),
Chapter 3: Use of Chairs in Counseling (J) - web base class session
September 7 Chapters 6 & 7: Observing & Reflecting Feelings; Integrating
Listening Skills (I & I), Chapter 4: Use of Movement in Counseling (J) – web base class session
September 14 Counseling Activity – Chapters 2 – 4.
September 21 Examination I
September 28 Chapters 8 & 9: Skills of Confrontation; Focusing the Interview (I
& II), Chapter 5: Use of Writing & Drawing in Counseling (J) – web base class session
October 5 Chapters 10 & 11: Reflecting Meaning; Influencing Skills (I & II),
Chapter 6: Analogies & Fantasies (J)
October 12 Chapters 12 & 13: Skill Integration – web base class session
October 19 Chapter 13: Integrating Microskills with Theory (I & II),
Chapter 7: Creative Techniques in Groups (J) – web base class session; Counseling Report and Referral Form due
October 26 Counseling Activity – Chapters 5 – 7; Dyads/Triads session ends
November 2 Presentation of Teacher-in-service Workshop
November 9 Examination II
November 16 Counseling Session Presentation; Field Experience due
November 23 THANKSGIVING BREAK
November 30 Presentation of Counseling Report, course evaluation, CD due.
SCHC 7900 Students: Audio/Video Tape and Critique
Students will work in dyads or triads in a counseling relationship to practice the microskills learned in class, building as each week progresses. Please try to make this experience as realistic as possible (you may bring in real/personal issues that may require a listening ear). During the counseling session students will take turns in the role of counselor and client. As they progress throughout the eight weeks, the time for each session will increase beginning with a 5 minutes session and culminating in a 30 minutes session. Each session will be audio taped and handed in with a one-page critique.
The critique will consist of a one-paragraph summary of yourself as a counselor followed by an evaluation of your use of the microskills during the session (as a counselor). Include what skills you tried, what reactions did your client display as a result of the skills tried, and what would you do differently next time. A summary paragraph as a client followed by an evaluation of your reactions to being counseled will be included. Discuss your reactions to how it felt telling someone about a personal issue, and how you think your counselor was able to help you.
Week 1 5 minutes
Week 2 7 minutes
Week 3 10 minutes
Week 4 15 minutes
Week 5 20 minutes
Week 6 25 minutes
Week 7 25 minutes
(videotape) Week 8 30 minutes (this may be used for individual counseling session)
Individual Counseling Session
Students will videotape the final session of their (dyad/triad) counseling relationship in the role of the counselor and write a 1-2 page critique and transcription of a 10 minutes segment of this session. The session and written evaluation will demonstrate students’ ability to integrate the use of all the microskills learned and practiced in the class. Videotapes will not be accepted if the session is shorter than 30 minutes and longer than 40 minutes.
The written evaluation will consist of a summary of the session including a description of all the skills used, followed by an assessment of how well you think you were able to use the microskill/s for the appropriate client issue. Also include the client’s reactions to the use of the skills tried. The 10 minutes segment will also be turned in as well with at least three questions for class feedback and discussion.
Field Experience Counseling Report
Choose a student from the field experience site with whom you have seen in individual and/or group counseling sessions (with parental and site supervisor’s permission), a permission letter will be provided by the instructor. Conduct a counseling intake and at least one counseling session with this student before writing your report. Use the format provided on the next page when writing the counseling report. You will also create a counseling referral form that will be used for this student and included in your report. Students will make a 10 – 15 Powerpoint presentation (See powerpoint slides for presentation format).
4. Counselor’s perception of the counseling sessions (include any new insight/s client’s may have experienced during this session, client’s affective, counselor’s reaction/feelings towards clients, etc.)
5. Discuss the theoretical approach/s and counseling skills the counselor used in working with the client during the sessions.
6. Identify any new skills attempted or used and/or interventions made during the sessions, explain how they are related to the goal/s, their effectiveness, and the client’s reaction/s to the skills.
7. Evaluate the accomplishment of the goal/s for the sessions.
8. Describe what goal/s if any, are planned for the next session, or follow –up session and what long range goals were made for client’s mental health stability.
Please explain in numbers 2, 4, 7, and/or 8 the impact of the presenting problem on the client’s academics. How will your counseling intervention enhance this student’s academic learning?
I. Title/Name for the Activity.
II. Participants – developmental level (e.g., middle school), grade and age level).
III. Include Goals (ASCA’s standards) and Objectives (ASCA’s competencies) for the activities (see p.6-18 in ASCA’s Vision textbook). E.g., Personal/Social Development, Standard 2. Only SCHC students will include the ASCA’s standards and competencies, PSYC students will include general goals and objectives.
IV. Provide a description of the instructions for lesson facilitator, teacher or counselor.
V. Provide a description of the activity’s format and time frame.
VI. Provide an evaluation method you will use to evaluate each activity’s outcome. Remember the evaluation must be related to the goals of the activity. (i.e., survey, questionnaire, essay, artwork, etc.).
VII. Reference used.
Counseling Referral Form
1. Name and position of person who made the referral
2. Name of student/s being referred
3. Reason for referral
4. Which counseling activity would be beneficial for student (include a rationale)
5. Include a copy of the actual counselor-made referral form.
Choose a topic of importance to the school population and possibly of interest to you and write a detailed outline of a workshop created and designed by you to address the issue. The workshop is scheduled to be about 60 – 90 minutes in length. Use the following format as a guide.
I. Introduction (of self)
II. Ice Breaker (an activity to engage as many participants)
III. Introduction (of topic)
IV. Description of Issue (detailed, use DSM-IVR classification, appropriate public laws)
V. Intervention/Techniques –for school counselor, teachers, etc.(detailed description or outline for handling the issue, include a group activity to engage the participants)
VI. Conclusion (references – internet resources, workshop evaluation, counselor brochure, etc.)
1) Sexual harassment and assault of school students by school students
2) Death of a student and/or teacher
3) Eating disorders among school girls
4) Body Dysmorphic disorder type behaviors in adolescents
5) Encopresis and Enuresis (pants soiling and wetting) in elementary students
6) Depression in school students
7) Student stealing in the classroom/school (this could be included with #8)
8) Oppositional Defiant disorder type behaviors in children
9) Attention-Deficit/Hyperactivity disorder type behaviors in children
10) Pica (eating non-food items) type behaviors in children and adolescents