VALDOSTA STATE UNIVERSITY

DEPARTMENT OF PSYCHOLOGY AND COUNSELING

SCHC 7900: PREPRACTICUM (Tuesday 8 – 10:45 pm)

3 CREDIT HOURS

REQUIRED TEXTS:

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 guide.  Odessa, FL:

Psychological Assessment Resources, Inc.

 

RECOMMENDED TEXT:

Corey, G., Corey, M. S., & Callanan, P. (2003). Issues & ethics in the helping professions.

            Pacific, CA: Brooks Cole.    

 

COURSE DESCRIPTION:

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.

 

M.ED. SCHOOL COUNSELING PROGRAM OUTCOME

Students will:

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.

 

COURSE TOPICS

Intentional Interviewing and Counseling

Attending Behaviors

Observation Skills

Active Listening Skills

Reflection of Feelings Skills

Skills of Confrontation

Focusing Skills

Reflection of Meaning Skills

Influencing Skills

Skills Integration

Integrating Skills with Theory

 

ACTIVITIES and REQUIREMENTS:

Activities:

A.        Lecture/Discussion

B.                 Individual practice with class

C.                 Role playing/simulations

D.                 Audio tape feedback/written evaluation

E.                  Triad Groups

F.                  Individual Supervision

 

Requirements:

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.

 

COURSE EVALUATION:

Evaluation Instruments/Methods

Schedule of Evaluation

            Exam I: February 18

            Exam II: April 14

            Counseling Session: April 21 and 28

Grading Scale

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%

_______________________________________________

Total                                                               100%

 

INSTRUCTOR

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

Email: karowlan@valdosta.edu website: http://www.valdosta.edu/~karowlan

Office Hours: 

 

DATE AND TIME OF FINAL EXAM

Counseling Session will serve as the final exam.

 

ATTENDANCE POLICY

Valdosta State University policy requires class attendance. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course.

SPECIAL NEEDS STATEMENT

Valdosta State University, in accordance with the Americans Disabilities Act, will make arrangements for students requesting classroom accommodations or modifications because of a documented disability to contact the Access Office for Students with Disabilities located in room 1115 Nevins Hall. The phone numbers are 245-2498 (voice) and 219-1348 (tty).

 

CLASS FORMAT

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.


M.ED. SCHOOL COUNSELING PROGRAM OUTCOMES MATRIX

Outcome

Activity

Evaluation

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.

Lecture/Discussion

 

Exam I & II

Counseling Report

Audio Tape Critiques

Counseling Activity

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.

Individual Practice

Role Playing/Simulations

Audio Tape Feedback

Counseling Sessions

Field Experience

Audio Tape Critiques

Counseling Report

Counseling Activity

SCCO-E.6. Students will describe ethical and legal considerations related to the helping relationship.

Lecture/Discussion

Role Playing/Simulation

Audio Tape Critiques

Counseling Report

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.

Lecture/Discussion

Individual Practice

Role Playing

Field Experience

Counseling Sessions

Counseling Activity

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.

Lecture/Discussion

Individual Practice

 

Field Experience

Counseling Sessions

Counseling Report

Exam I & II

Counseling Activity

 

 

Tentative Class Schedule

 

Date                                                                                         Assignment

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).

 

Counseling Report

 

Client’s Name:                        Gender:                                      Date:

Age:                                       Ethnic Origin:

Type of Session: Length of session:                                           Counselor:

 

  1. Client’s initial reason/s for counseling (presenting problem/issue).
  2. What was the goal/s for the counseling session/s?
  3. Summary of counseling sessions.

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?

 

 

Lesson Plan

 

 

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.

 

Teacher-in-Service Workshop

 

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.)

 

Topics

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