Counseling Skills and Practice



COLLEGE OF MENOMINEE NATION

HUS 160: Counseling Skills & Practice

Class Day/Time: Mon 12–3:50 PM

Room Number: GB 220

Course Pre-requisites: HUS125

Instructor: Barbara Jordan, MS, LPC, CSAC, CCS

Phone: 715-799-5600/920-965-0070 x 3074

Office Location: Basement of Shirley Daley Hall, Office B (Keshena); Faculty area (GB)

Office Hours: 30 minutes before & after class; see also posted hours

e-mail: bjordan@menominee.edu

Course Description: This course provides a student with the counseling skills necessary to establish a counseling relationship with the client characterized by warmth, respect, genuineness, concreteness, and empathy. It includes both didactic presentation and role-play practice of these eight core communication skills: attending, confrontation, interpreting, paraphrasing, probing, reflection, self-disclosure, and summarizing. Students will be allowed time to practice the skills in a laboratory setting in order to facilitate performing the skills of the counseling profession. They will have ample opportunity to practice the skills they have learned in a simulated clinical setting.

Required Texts: Egan, Gerard (2002) The Skilled Helper-Ninth Edition. Thomson Brooks/Cole

Required Supplemental Materials: Readings in Brems, Christiane. Basic Skills in Psychotherapy & Counseling. (2001). Provided by instructor.

General Education Outcomes:

Analytical: Critical, level 5; Problem-solving, level 5

Communication: Written, level 4; Spoken, level 5; Multi-media, level 2

Culture/History: Native American, level 4; Personal, level 4

Human Experience: Civic, level 2; Professional, level 5; Leadership, level 5

Program Outcomes:

Pass Wisconsin AODA certification exams

Understand and evaluate complex dynamics of clients' addiction(s)

Administer and interpret comprehensive, developmentally appropriate assessments

Formulate individualized treatment plans based on clients' assessments

Implement evidence-based, effective, culturally sensitive counseling practices for individual & group clients

Manage cases by coordinating integrative services that support clients' recovery

Provide substance abuse education

Develop self-awareness through reflection

Apply professional standards and codes of ethics within the counseling field

Course assignments & how they meet program outcomes:

|Course Assignment |Pass Wisconsin AODA |Understand & |Administer & interpret|Formulate |Implement |

| |certification exams |evaluate complex |comprehensive, |individualized |evidence-based, |

| | |dynamics of clients'|developmentally |treatment plans based|effective, |

| | |addiction(s) |appropriate |on clients' |culturally sensitive|

| | | |assessments |assessments |counseling practices|

| | | | | |for individual & |

| | | | | |group clients |

|1) Role-play practice | | | | | |

|exercises | |X |X |X |X |

|2. One-page paper | | | | | |

|regarding each skill |X |X |X |X |X |

|3. Midterm & final | X | X | X | X | X |

|exams | | | | | |

|4. Class Participation| | | | | |

|(mandatory) |X |X |X |X |X |

| |Manage cases by |Provide substance abuse |Develop self-awareness |Apply professional |

| |coordinating integrative |education |through reflection |standards & codes of |

| |services that support | | |ethics within the |

| |clients' recovery | | |counseling field |

|1. Role-play practice | | | | |

|exercises | | |X |X |

|2. One-page paper | | | | |

|regarding each skill | | |X |X |

|3. Midterm & final | X | | | X |

|Exams | | | | |

|4. Class Participation | | | | |

|(mandatory) |X |X |X |X |

Course Learning Outcomes: 

Students will:

1. Summarize the Basic Skills of Counseling.

2. Demonstrate the following skills effectively: Attending, confrontation, interpreting, paraphrasing, reflection of feelings, self disclosure, and summarizing.

3. Assess the needs of the client and be able to select the most appropriate and effective counseling skill to meet that need.

4. Learn how to establish a helping relationship with the client characterized by warmth, respect, genuineness, concreteness, and empathy.

5. Learn how to facilitate the client’s engagement in the treatment and recovery process.

6. Learn how to work with the client to establish realistic, achievable goals consistent with achieving and maintaining recovery.

7. Learn how to promote client knowledge, skills, and attitudes that contribute to a positive change in substance use behaviors.

8. Learn how to encourage and reinforce client actions, determined to be beneficial in progressing toward treatment goals.

9. Learn to work appropriately with the client to recognize and discourage all behaviors inconsistent with progress toward treatment goals.

10. Recognize how, when, and why to involve the client’s significant others in enhancing or supporting the treatment plan.

11. Learn how to facilitate the development of basic and life skills associated with recovery

12. Learn to adapt counseling strategies to the individual characteristics of the client, including but not limited to, disability, gender, sexual orientation, developmental level, culture, ethnicity, age, and health status.

13. Learn how to make constructive therapeutic responses when client’s behavior is inconsistent with stated recovery goals.

14. Learn how to apply crisis management skills.

Assessment Activities & Methods:

Grading will be based on the following:

1. Knowledge/understanding of the skill presented, ability and effectiveness in performing each skill and its rationale for use during role-play practices.

2. Submission of a one page paper on each of the 8 skills for 10 points each.

3. Midterm for 20 points and 20 points for each lab presentation on the 1st four skills

4. Final for 20 points and 20 points for each lab presentation on the 2nd four skills

5. Participation in class will count for 15 points

Course Schedule/Semester Calendar: (week, date, assignments, reading, due dates, etc.)

Week 1 (1/25): Introduction to course materials

Chapter 1: Overview Introduction to helping

Assignment: Read Ch. 2, Egan

Week 2 (2/1): Chapter 2: The Helping Relationship: Values in Action

Chapter 3: Overview of the Helping Model

Assignments: Read Ch. 4, Egan

Week 3 (2/8): Chapter 4: The Current Picture

Helping Clients Tell Their Stories, Move into Action, Manage Reluctance

Engagement to Overcome Reluctance & Resistance

Assignments: Read Ch. 5, Egan; Ch. 4 & 6, Brems

Week 4 (2/15): Chapter 5: Tuning in/Attending & Actively Listening to Clients (Ch. 4,6 Brems)

Demonstration of Tuning in/Attending & Actively Listening

Skill Practice and Skill Evaluation of Tuning in & Actively Listening

Assignments: Read Ch. 6, Egan; Ch. 7, Brems

Write paper on Active Listening (paraphrasing & reflection)

Week 5 (2/22): Chapter 6: Responding Skills & Empathy (Ch. 7 Brems)

Three Dimensions of Responding: Perceptiveness, Knowledge, Assertiveness

Demonstration of Empathy Skills

Skill Practice and Skill Evaluation of Empathy Skills

Assignments: Read Chapter 7, Egan; ch. 5, Brems;

Write paper on Empathy Skills

Paper on Active Listening (paraphrasing & reflection) due

Week 6 (3/1): Chapter 7: Probing & Summarizing (Ch. 5, Brems)

Demonstration of Probing & Summarizing

Skill Practice & Evaluation of Probing & Summarizing

Assignments: Read Motivational Interviewing Skills materials;

Write paper on Probing & Summarizing

Paper on Empathy Skills due

Week 7 (3/8): Overview of Motivational Interviewing Skills

Demonstration of Motivational Interviewing Skills

Skill Practice & Evaluation of Motivational Interviewing Skills

Assignments: Study for exam;

Write paper on Motivational Interviewing Skills

Paper on Probing & Summarizing due

Week 8 (3/15): Midterm Test

Probing, Summarization, Reflection, Paraphrasing Evaluation

Assignments: Read Ch 8, Egan; p. 256-264, Brems

Paper on Motivational Interviewing due

Week 9 (3/22): Chapter 8: Facilitating Clients’ Self-Challenge (p. 256-264, Brems)

Inviting Clients to Challenge Their Blind Spots, Dysfunctional Thinking, etc.

Demonstration of Challenging Clients’ Blind Spots, Dysfunctional Thinking, etc

Skill Practice & Evaluation of Challenge

Assignments: Read Ch. 9, Egan;

Write paper on Challenging

Week 10 (3/29): Chapter 9: Partnering With Clients in Search for Value

Further Thoughts on Challenge, Effective Challenges, Linking it to Action

Demonstration of Effective Challenging

Skills Practice & Evaluation of Challenge

Assignments: Read Ch. 10 & 11, Egan

Paper on Challenging due

Week 11 (4/5): Chapter 10: Helping Clients Become Better Decision-Makers

Chapter 11: Helping Clients Discover Possibilities for a Better Future

Demonstration of Decision-making Discussions & “What-do-you-want & what-are-you willing-to-do-to-get-it?” Discussions

Skill practice and Evaluation of these Discussions

Assignments: Read Ch. 12, Egan

Write paper on Goal-setting

Week 12 (4/12): Chapter 12: Helping Clients Develop Plans to Accomplish Goals

Demonstration of Goal-setting Skills

Skill Practice and Evaluation of Goal-setting Skills

Assignments: Read pages 276-288 of Brems

Paper on Goal-setting due

Week 13 (4/19): Pages 276-288 Brems: Overview of Interpretation Skills

Demonstration of Interpretation Skills

Skill Practice and Skill Evaluation on Interpretation Skills

Write paper on Interpretation Skills

Week 14 (4/26): Developing Helping Skills DVD, Valerie Chang

Exercises for class on DVD

Paper on Interpretation Skills due

Week 15 (5/3): Skill Practice of All Counseling Skills

Final Exam Review-Presentation of all counseling skills

Summary of skills, Counseling Approaches, Helping Model and

Motivational Interviewing

Week 16 (5/10): Final Exam-Presentation of all counseling skills

The above information and/or calendar in this course are subject to change. If change is required, the change will be in writing and provided to each student.

Attendance Policy: Students are expected to attend all scheduled class sessions and labs.

Class Participation: Students are expected to participate in class discussions since communication is paramount to successful counseling. Students are expected to participate in lab sessions for each of the counseling skills.

Late work: Missed work or exams must be made up within 1 week of the date due unless otherwise approved by the instructor.

Class Cancellation/Campus Closure: Notification of class cancellations will be posted on campus. If no announcement/posting is made, students should remain for 10 minutes after class is scheduled to begin. Campus closures, resulting from severe weather conditions, natural disasters, or mechanical failures will be announced by the President or designee (Student Handbook 16). Campus closings will be broadcast on two television networks (Fox11, Channel 2) and three radio stations (WTCH-AM 960, WTCH, WIXX)

Lab Rules/Safety: Confidentiality is very important in the counseling setting. Therefore, students will not discuss class and lab activities outside of the classroom.

Classroom Conduct: Use of cell phones and pagers are not allowed during class time.

Assessment of Student Learning: Students entering the College of Menominee Nation in fall 2004 are required to successfully complete EDU295, Student Portfolio Seminar, for graduation. All continuing students are strongly encouraged to participate in the student portfolio process. Samples of the artifacts which demonstrate general education objectives and emphasis area objectives should be saved in order to give students selection options for the student general education portfolio. See “Student General Education Portfolio” handbook.

ADA Statement: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600. Adaptation of curriculum, instruction, or assessments may be made as required to provide for equitable participation.

Academic Conduct: Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding principles. Our students are proud of the work they do here and are committed to doing the best for their communities. Their grades, certificates, and degrees are their record of that work. These are used by prospective employers to make hiring decisions, by transfer colleges and universities to make admissions decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and, most importantly, by family and other community members to express their pride in our students accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic dishonesty. See the Student Handbook for more information on “Academic Misconduct.”

Academic Alerts: The academic alert form is used as a student retention tool at the College of Menominee Nation. Instructors fill out forms to identify students at risk of not completing a course or identify problems. This type of early intervention increases the opportunity for student success. Academic alerts are be submitted at any time during the semester to the Dean of Student Services. The forms are given to the student’s advisor for follow-up. Follow-up comments are returned to the instructor.

Computer Labs: Students using the computer lab must adhere to the College of Menominee Nation policy. Orientation for the computer lab is given during the first few weeks of each semester to help students get familiar with the lab equipment. These sessions are held regularly at posted times. All students are strongly recommended to attend. See the Student Handbook for more information on “Computer Lab Policy.”

Incomplete Policy: Requests for a grade of “incomplete” must be initiated by the student to the instructor. Students may only request if at least 75% of course requirements have been met. All requests must be submitted to the instructor before the semester grades are submitted.

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