Syllabus Template



EDCO 541 Counseling Theories Syllabus

Fall 2008, Monday and 4:15 – 6:55

Room # SOS B48

Instructor: Ginger Clark, Ph.D. E-mail: ginger.clark@usc.edu

Office: WPH 1001C Phone: (213) 740-3479 Office Hours: By Appt.

Masters Office: WPH 602 Phone: (213) 740-3255 Hours: M-TH9:00-7:00 F5:00

|Rossier School of Education Theme: |

|“The Rossier School of Education focuses on redefining excellence in urban education through research, teaching and service in the areas of |

|leadership, learning, accountability and diversity.” |

|Course Overview |

|Counseling theories are the foundation upon which the work of counseling is built. The Counseling Theories course is designed to provide |

|graduate students with an opportunity to gain knowledge in the major theories of counseling, and to familiarize themselves with the client |

|conceptualization and treatment techniques used in each of the theories. Students will compare and contrast the major theories of counseling in |

|terms of their founders, views of human nature, personality, psychopathology, goals, therapeutic strategies, effectiveness, criticisms, |

|multicultural applications, and future directions. Using class lectures, discussion, experiential activities, readings, and demonstrations |

|students will begin to develop their own theoretical orientation. |

|Course Objectives |

|Students will articulate an understanding of the history and the major theoretical foundations of the counseling profession. |

|Students will critically assess the theories of counseling regarding their current viability and applicability to various work settings. |

|Students will demonstrate an understanding of basic counseling skills and their relationship to different theoretical approaches. |

|Students will demonstrate an understanding of ethical issues that should be considered while using each of the theoretical approaches. |

|Students will articulate an understanding of multicultural issues that are embedded in the use of each theoretical approach and demonstrate how |

|these issues can be adequately addressed. |

|Students will articulate an awareness of the influence of clients’ and counselors’ beliefs, attitudes, and biases on the counseling process. |

|Students will articulate the status of their theoretical orientation and will demonstrate a recognition that it is in development as part of an |

|ongoing process. |

|Students will demonstrate self-evaluation skills, writing skills, oral presentation skills, and critical thinking skills. |

|Students will competently demonstrate theoretically-based counseling skills, knowledge, and strategies to practiced counseling situations. |

|Course Requirements |

|Class Involvement and Participation (20 points): |

|Your professionalism/preparation, attendance, and active participation in the class are critical to your learning and success in the class. The |

|interactive nature of the class encourages the sharing of individual ideas and reactions related to the course content. Therefore, you need to |

|attend class and be fully present. |

| |

|It’s also important that you read assigned book chapters or class handouts before class according to the course schedule. Being prepared to |

|critically discuss the readings via the set of discussion questions provided at the end of the syllabus, and participate in class activities each|

|week, is essential and demonstrates your level of professionalism. You should prepare your answers for the discussion questions IN YOUR OWN |

|WORDS, and BEFORE YOU COME TO CLASS for each chapter covered. Coming to class without your prepared answers or copying from the book is not |

|considered acceptable participation. |

| |

|Arriving more than 10 minutes late, departing before the end of class, and missing class will result in your losing the attendance and |

|participation points for that class (3 points). Lack of participation in class discussions or unprofessional behavior will result in the loss of|

|attendance and participation points (up to 3 points depending on the level of unprofessional behavior). |

| |

|Oral Presentation—Movie Analysis and Intervention (45 Points): |

|Choose a theory of interest to you in the Sharf book. Choose three partners who will be willing to work with this theory as well. You will read|

|that chapter and any other supporting materials you need (journal articles, websites, etc.) to gain an in-depth understanding of that theory and |

|therapeutic approach. Then choose a movie (see list given at the end of the syllabus or come up with one on your own) that will crystallize for |

|the class the concepts and approaches of your chosen theory or that will give you a scenario to which your theoretical and therapeutic approach |

|easily apply. Pick a 2-5 minute clip from the movie to show to the class. You will bring the dvd in to class. Play the clip for the class, and|

|then do the following: |

| |

|Conceptualize the Scenario (15 Points) Provide the class with an explanation of the clip and a short write up (1-1 ½ pages using bullet points) |

|explaining how the theorist would conceptualize the scenario (e.g., “Ellis would say that Joe has developed irrational beliefs about what it will|

|mean about him if he fails. He tends to catastrophize the failure scenario, convincing himself that if he fails in this job, he will fail in his|

|life. Because his emotions are so closely tied to his beliefs, he finds himself frozen with fear about taking the first step toward his dream |

|job, and instead has chosen to stay in a boring, dead end job that brings him no joy, but makes him feel safe. And yet, he is depressed about |

|his current job situation, but doesn’t know what to do about it.”). Discuss your write-up with the class. |

|What Needs to Happen (10 Points) Discuss what the theorist would say needs to happen so that your character(s) can think/feel/behave in a more |

|healthy way. In other words, what does the client need to do differently? What does the theorist say about therapeutic change? How does it |

|happen? What does the therapist need to do to guide this change? |

|Demonstration (10 Points) Each of you will play a part in the role play (e.g., one may play the entrenched client, one may play the client in a |

|state of readiness for change, or one may play the “internal voice” of the client, two may play a couple from the movie, and two will play |

|co-therapists, etc.) Demonstrate (as creatively as possible) what you, as the co-therapists, would do. Provide a list of strategies and a list |

|of techniques to implement the strategies so that the class knows what you are trying to accomplish, and then demonstrate your work through a |

|role play. Remember, students are learning how to do this type of counseling from this demonstration, so try to be as accurate as possible. |

|Likely Outcome (10 points) Lastly, given your knowledge of the character(s) (and the knowledge that not all clients respond to counseling, |

|depending on their personality and level of entrenchment of the problem) discuss what you believe the outcome (prognosis) of your intervention |

|with this particular client would be. |

| |

|Each team partner should contribute equally to the preparation and presentation to receive the full grade assigned to the team. The instructor |

|should be informed if one group member does not contribute equally or with high quality work. |

| |

|Students can choose the same movie for different theoretical orientations depending on which scenario and/or character(s) they choose to focus. |

| |

|Role Play Experience Write-Up (You will work in pairs on this paper) (40 points): |

|Starting the fifth week of class, every other week, students will rotate role-playing the position of co-counselors (2) and shadows (2), and |

|clients (2) and observer(s) (2) in small groups. Counselors will let the clients know the roles they want them to play. |

| |

|As the co-counselors and shadows, you will practice the skills, techniques, and strategies that are representative of the theoretical approaches |

|studied in this course, as well as the micro-skills that you learned in your introductory counseling courses. As a group, use your notes from #5|

|on the class discussion questions to fill in the five most commonly used strategies and techniques used in this theory on your “Role Play |

|Technique Feedback Form.” Use the feedback form to help you focus on the appropriate techniques for each theory (as a cheat sheet during your |

|role play). You may also want to write down some key statements or questions that are appropriate to the theory, so that you can also use those |

|during your practice sessions. Your peers and I will give you feedback using the feedback forms on your progress and skills so that you can |

|improve in your basic and theory-specific skills. (Please see hand out describing giving and receiving good feedback.) |

| |

|Your group is responsible for video taping each of your role play sessions in which you play the co-counselors and shadows, and posting those |

|sessions to a youtube account. You should make each of these videos “private” on youtube and give all members of your group the username and |

|password so that all of you can review your work. You should review each of these tapes and feedback sessions later and make notes on where your|

|strengths and areas for improvement are based on your notes from your tapes, as well as feedback you receive from the class. This will help you |

|to improve as a counselor and gain an in-depth understanding of the techniques involved in each of the theories. Do not underestimate the |

|importance of reviewing your videos, as you will need this in-depth knowledge to talk intelligently about your theoretical orientation |

|development as you enter your practica, and fieldwork placements. |

| |

|Each group should write up a brief critique in bullet point format of EACH ROLE PLAY based on your review of the video of the session and the |

|video of the feedback session. Answer each of the questions below. |

|Toward the end of class, choose ONE of these critiques to flesh out further into a paper that will be turned in (you will NOT turn in the other |

|critiques; they are for your own professional development). You and your co-counselor should write a 4 page APA STYLE paper that describes the |

|experience. You will work on this assignment together, but only turn in ONE paper. |

| |

|Include a discussion of (labeling each section with the topic being answered): |

|(5 Points) A brief summary of the client’s presenting problem; |

|(10 Points) How you see the problem theoretically (i.e., how would Rogers explain the problem) |

|(10 Points) What you were attempting to do (i.e., what therapeutic interventions you were using from your theory); |

|(5 Points) Your assessment of how you did (what worked, what didn’t); |

|(5 Points) The feedback you received from your group (was it helpful, why or why not?); |

|(5 Points) What you learned from the experience, including what you might do differently as a result. |

| |

|**Attach your cheat sheet used in class with your list of techniques and your written feedback forms from your peers. You will lose 5 points if |

|these are not attached. |

| |

|Theoretical Orientation Paper (60 points): |

|Prepare a 9-10 page paper, WRITTEN IN APA STYLE that describes your theoretical orientation at this point in your professional development. This |

|paper should reflect your critical thinking about the theory(ies) that you choose to integrate into your work. Because of the depth of review |

|expected in this paper, I suggest you choose one theory to review, even if you plan to integrate more than one into your theoretical orientation.|

|Do not simply summarize information from the textbook or other sources; discuss the theory using your own words and understanding. Talk about |

|how the theory(ies) fit with your philosophy about life, people, and how people get stuck or improve. This paper should reflect your synthesis |

|of theoretical concepts with your own personality or philosophy, and reflect your evolving approach to counseling. Discuss (don’t list or parrot)|

|the following topics in your paper, labeling each section with the topic being answered: |

| |

|(5 Points) Your own philosophy about life and how we live it, why or if people behave in certain patterns, how or does change happen; |

| |

|Then describe your chosen theory (from the theories discussed in class) in terms of all of the components below: |

| |

|(10 Points) Assumptions about the human nature, personality, pathology (e.g., “People are basically good, bad, blank slates, etc.”); |

|(10 Points) Goals of counseling (e.g., The goal of counseling is to help the client accept that they are free to choose for themselves…..); |

|(5 Points) Role of the counselor (e.g., The counselor serves more as a mirror than a teacher…); |

|(5 Points) Five techniques, methods, interventions, and strategies used in this theory; |

|(5 Points) Address the applicability of this theory to your desired work setting; |

|(5 Points) Discuss at least three empirical research articles published in scholarly peer-reviewed journals that support some component(s) of |

|your theoretical position (e.g., discuss a study that supports the effectiveness of a theoretically grounded intervention you might use in your |

|work setting); |

|(5 Points) Describe limitations and criticisms of your theoretical approach; |

|(5 Points) Discuss the implications/considerations for use with multicultural and diverse populations in your desired work setting; |

|(5 Points) Discuss what parts of this theory fit with your philosophy about life, people, and change. Discuss what parts of the theory don’t |

|fit with your view. Discuss what parts of the theory you need to explore further to get a better understanding of it. |

| |

|Submit your paper to TURNITIN under assignments on Blackboard before submitting a hard copy in class. Failure to submit your paper to TURNITIN |

|before class will result in 5 points off of your paper. |

| |

|On-line Quizzes (5 points each X 7 = 35 points): |

|These quizzes will involve the chapters covering the seven major theoretical orientations discussed in class (psychodynamic, existential, |

|person-centered, gestalt, behavior, cognitive, and gender/culture sensitive therapies). You must log in to Blackboard within 24 hours before |

|class to take the quizzes. The quizzes will be timed and will consist of five questions worth 1 point each. The quizzes will be open book; |

|however, as with all open book exams they will typically be more challenging than closed book exams. Please be sure to read the chapters |

|carefully and be prepared to distinguish between fine points within the theories. There may be more than one right answer. Choose the BEST |

|answer. The quiz on psychodynamic theory will be the only quiz given AFTER the theory is discussed in class; all others will be given before the|

|theories are discussed in class. |

|Textbooks and other materials |

|Sharf, R.S., (2004). Theories of Psychotherapy and Counseling: Concepts and Cases (3rd ed.). Pacific Grove: Thomson/Brooks/Cole. |

| |

|Video tape recorder—I suggest each person purchase a FLIP video recorder. They are unobtrusive and videos are recorded in youtube-based format. |

|Class Participation |

|Small group discussions will occur at every class meeting and students are expected to participate fully in them. Students are also encouraged to|

|ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the |

|class. Effort invested during class time will reduce the effort necessary outside class. |

| |

|Students who miss class or are late to class, without a documented excuse, will lose 3 points per occurrence from their total grade. |

|Grading |

| Points % of grade |

|Class Participation and Professionalism 20 10.0% |

|Oral presentation—Movie Analysis 45 22.5% |

|Role Play Experience Write Up 40 20.0% |

|Theoretical Orientation Paper 60 30.0% |

|Quizzes on readings (7) 35 17.5% |

|100.0% |

| |

|A = 94%-100% A- = 90%-93% B+ = 87%-89% B = 84%-86% |

|B- = 80%-83% C+ = 77%-79% C = 74%-76% C- = 70%-73% |

|Grades |

|All Master’s degree students should be submitting B, B+ or A- work. Students receiving a C, should consult their professors immediately for |

|feedback about making significant changes in their approach to their courses. Students receiving a D or below are not working at the graduate |

|level, and should seriously consider whether their current life circumstances are conducive to successfully completing a Master’s degree at this |

|time. Master’s level students should not expect to get an A as a matter of course. A’s are reserved for outstanding achievement, reflecting |

|exceptional understanding, insight, and writing (i.e., profound command of the course content with an exceptionally high level of scholarship and|

|excellence). Only a few students will receive A’s at this level because you have reached a new, and much higher, standard of performance at the |

|master’s level, and there is always room to improve. If you receive an A in a class, you know you have gone far above and beyond what is |

|expected of you. If you receive a B, you have met our expectations. |

|Writing Skills |

|All papers should be professional documents, written in scholarly language. They should be type-written, in APA format, with sub-headings. Make|

|sure you address all parts of the assignment. Please have a colleague give you feedback on writing errors and clarity before you turn it in. |

|Your grade will be affected by your demonstration of writing skills (e.g., clarity, grammar, syntax, insight, mastery of course content, use of |

|APA style, etc.). If you know writing is a challenge for you, please use the writing center on campus to help you develop this skill early in |

|your program and before you submit your papers. You can also use online writing centers found at |

|. If your paper does not meet the appropriate standards for graduate level writing,|

|you will be docked 10% of the total points for the assignment, and may be required to provide proof of use of the writing center for all future |

|papers in this course. |

|Late Assignments |

|In order to be fair to everyone in class, assignments should be turned in within the first 10 minutes of class on the date they are due. Any |

|assignments turned in after that point will lose one full letter grade (10%), and an additional 10% for every week they are late, unless the |

|student has been excused by the instructor. Please inform the instructor before class if you must miss class or if an assignment will be late, |

|due to an emergency. Whenever possible, students should arrange to have their work turned in on time by one of their colleagues or via e-mail. |

|If this is not possible, in the case of documented excusable absence, students may make arrangements with the instructor to make up missed work |

|or turn in late assignments. If an emergency situation prevents students from completing all requirements in the course, students should see the|

|instructor about how to proceed with retaking the course at a better time. Students should provide written documentation to validate emergencies|

|(e.g., doctor’s note). |

| |

|Students must hand in all assignments by the end of the final exam time in order to receive a passing grade for this course. If all assignments |

|are not handed in, students will receive a failing grade for the course regardless of how they well they did on other assignments. |

|Academic Accommodations |

|Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each |

|semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in|

|the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) |

|740-7766. |

|Incompletes |

|IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; |

|arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed |

|incomplete. |

|Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) |

|Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the |

|grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove |

|the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth |

|week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course,|

|even within the designated time. |

|Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies|

|regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an |

|“IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass |

|basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average. |

|Academic Dishonesty () |

|Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without appropriate acknowledgment. Paraphrasing (putting |

|the material in your own words, etc.) is usually acceptable as long as the original reference is cited, and you do not imply that the ideas or |

|thoughts are your own. You must always use quotation marks and a citation when using someone else’s words verbatim. |

| |

|Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the use of any dishonest, deceptive, or |

|fraudulent means. Action will be taken if an instructor suspects a student of cheating. |

| |

|When working with other students, be sure you turn in your own original work with your own original thoughts. Each student’s work should be |

|unique and reflect his/her own thought processes. |

Course Schedule

| | | | | |

|Week |Date |Topic |Readings should be read|Assignments due |

| | | |before class | |

| |8/25 | | | |

|1 | |Introduction: Goals, Activities, Grading, etc. | | |

| | |Current Theories and History of therapy | | |

| |9/1 | | | |

|2 | |Labor Day—NO CLASS | | |

| |9/8 | | | |

|3 | |Psychoanalysis & Psychodynamic |Ch. 1 & 2 |Quiz #1 (after class) |

| | |Discussion: Freud | | |

| |9/15 | | | |

|4 | |Psychoanalysis Discussion Continued |Ch. 5 |Quiz #2 (before class) |

| | |Existential Therapy | | |

| | |Discussion: Existential | | |

| | |Oral Presentations begin | | |

| |9/22 | | | |

|5 | |Existential Therapy | |Oral Presentation: |

| |9/29 | | | |

|6 | |Person-Centered Therapy |Ch. 6 |Quiz #3 (before class) |

| | |Discussion: Rogers | |OP: |

| |10/6 | | | |

|7 | |Person-Centered Therapy | |OP: |

| |10/13 | | | |

|8 | |Gestalt Therapy |Ch. 7 |Quiz #4 (before class) |

| | |Discussion: Perls | |OP: |

| |10/20 | | | |

|9 | |Gestalt Therapy | |OP: |

| |10/27 | | | |

|10 | |Behavior Therapy |Ch. 8 |Quiz #5 (before class) |

| | |Discussion: (In vivo) Exposure Therapy/Behavior | |OP: |

| | |Modification | | |

| |11/3 |Behavior Therapy | | |

|11 | | | |OP: |

| |11/10 | |Ch. 10 | |

|12 | |Cognitive Therapies | |Quiz #6 (before class) |

| | |Discussion: Beck | |OP: |

| |11/17 | | | |

|13 | |Cognitive Therapies | |OP: |

| |11/24 |Feminist & Culture-Sensitive Therapies |Ch. 13 | |

|14 | |Discussion: Feminist | |Role Play write up Due |

| | | | |Quiz #7 (before class) |

| | | | |OP: |

|14 |12/1 |Feminist & Culture-Sensitive Therapies | |Theoretical Orientation Paper Due |

|15 | | | |OP: |

| | |Final: No Final | | |

Possible list of Movies for Theoretical Conceptualization and Strategy

My theoretical orientation happens to be Existentialism and Feminist Therapy. Therefore, my bias leads me to see the application of these theories in most movies I see. You may see your theory of choice in movies listed under other theories. I’ve only listed the movies under some theories to give you an idea of what you might use, not for use as exclusive categories. Be creative in your approach. Feel free to use movies not listed here as well. Please research the movies before you choose and watch them. Some movies will have content that could be disturbing to some students. Choose carefully and use discretion in the scenes you choose for class.

|Psychodynamic: | |Cognitive: | |

|I Never Sang for My Father | |Mask |Dolores Claiborne |

|Dolores Claiborne | |As Good as it Gets |Fried Green Tomatoes |

|Dead Poet’s Society | |Nine Months |Baby Boom |

|Prince of Tides | |Benny and Joon |Doctor |

| | |Fisher King |Flatliners |

| | |Postcards From the Edge |Regarding Henry |

| | |The Opposite of Sex | |

|Existential: | |Behavioral/Exposure and Flooding: | |

|Mask |Benny and Joon |As Good as it Gets |What About Bob? |

|Good Will Hunting |Broadcast News |Fear Inside |The Aviator |

|All That Jazz |Dead Poet’s Society |Copy Cat | |

|Drop Dead Fred |Fisher King |Finding Nemo | |

|Flatliners |Grand Canyon | | |

|Regarding Henry |Torch Song Trilogy | | |

|City Slickers |Brokeback Mountain | | |

|Running with Scissors | | | |

|Person Centered: | |Feminist Therapy: | |

|Corrina, Corrina |I Never Sang for My Father |Erin Brockovich |Accused |

|Fried Green Tomatoes |Kramer vs. Kramer |Fried Green Tomatoes |Color Purple |

|Grand Canyon |Ordinary People |Dolores Claiborne |Great Santini |

|On Golden Pond |Torch Song Trilogy |What’s Love Got to Do With it? | |

|Postcards From the Edge | | | |

|Wizard of Oz | | | |

|Gestalt: | |Culture Sensitive: | |

|Corrina, Corrina |Dead Poet’s Society |Like Water for Chocolate |Guess Who’s Coming to Dinner |

|Dolores Claiborne |Falling Down |Corrina, Corrina |Brokeback Mount |

|Accused |Fisher King |Color Purple |Boys Don’t Cry |

|Prince of Tides | |Chasing Amy |A Time to Kill |

| | |Calendar Girls | |

Counseling Theories Discussion Questions

Please make 8 copies of this form and fill it in as you read your book chapters, focusing on the theory or theorist to be covered in the class discussion (see tentative course schedule above). We will use this outline to guide our class discussion of each theory, and you may fill it in more fully during the discussion.

1. What does this theory/theorist(s) say about human nature? (e.g., “People are basically good, bad, blank slates, etc.”)

2. What does this theory/theorist say about how personality develops?

3. What does this theory/theorist say about how psychopathology develops?

4. What is this theory’s/theorist’s goal in therapy?

5. What are the five most commonly used strategies and techniques in this theory that will help a counselor reach its/his/her goals in therapy?

6. What are the strengths and limitations of this theory?

7. How well will this theory adapt to multicultural counseling?

Theory Specific Discussion Questions

1. Psychoanalysis: In what ways has Freudian theory affected your view of how your childhood has affected the way you interact today? What defense mechanisms are you likely to use?

2. Existentialism: What is your greatest fear of all the truths? How does this keep you from living an authentic life?

3. Person Centered: What were the conditions of worth you grew up with? How do these conflict with your own internal valuation system? Give specific examples

4. Gestalt: What social games or social roles do you play that keep you from being in touch with your moment to moment biological needs? What parts of yourself are you disowning or are you not willing to pay attention to because they may lead to disapproval or rejection by others?

5. Behaviorism: What kinds of dysfunctional behaviors have you noticed you have developed as a result of some unintended reinforcement for them? How might you change the reinforcement contingencies to try to change those behaviors?

6. Cognitive Behavior: What is the cognitive distortion you use most? What kind of an experiment might you set up for yourself to “test your hypothesis” that leads you to think this way?

7. Feminist/Culture Sensitive: What societal influences that you might not have considered before have an impact on some of your dysfunctional thoughts or behaviors. We often blame ourselves for these, but could there also be institutional reasons for some of your struggles?

Giving and Receiving Feedback

McNamara, C. (2004) and Kerr, B. (1998) Personal Communication

Giving Feedback

• Be Clear—Choose your words carefully, and be sure the counselor understands what you have said and what you have meant to say.

• Emphasize the Positive—Always include strengths as well as weaknesses. You don’t want the counselor to feel picked on. (e.g., “One of the things I am seeing is that you tend to interrupt your client when you have an idea about their problem, but, I’m also seeing a lot of investment from you that is apparent to the client, as well.”) You can decide which to give first.

• Be specific—You must tell the counselor what EXACTLY you are seeing. Don’t talk in generalizations. What exactly are they doing well, and what exactly do they need to work on? (e.g., instead of telling a counselor that they need to use more attending behaviors, you should say, “I noticed when the client was telling you about failing a class, you looked at your notes and then at your watch. The client then looked at her watch and quickly finished her story. I wonder if the client felt rushed or that you were bored.”)

• Focus on BEHAVIOR rather than the person—(e.g., rather than “You’re a good listener,” try, “You demonstrated a lot of verbal following and small encouragers.”)

• Refer to behavior that can be changed—(e.g., instead of saying, “You seemed nervous,” try, “I noticed you tapping your foot. Are there relaxation techniques that are useful to you that you might be able to use before your session?”

• Own the feedback—Use “I” statements (e.g., I noted that you…). It makes it more palatable if it is a personal statement.

• Avoid generalizations—Don’t use words like “always,” “never,” and other all inclusive words. These words tend to lend permanence to behaviors that are often changeable. They also tend to engender hopelessness in people who are characterized this way, since they imply you see no room for change.

• Be very careful with advice—Try to make observations and then let the counselor chew on this information until they come up with their own solutions. These usually the most meaningful and lasting learning experiences. If someone asks for suggestions, you might tell them what you would do. But again, ask them what has worked for them in the past.

Receiving Feedback

• Breathe—Take a moment to take in and consider what you have heard.

• Do not defend yourself—sometimes good points take a day or two to make sense to us.

• Make sure you understand what has been said and meant—Repeat the feedback and your interpretation of its meaning, get clarification if needed. Still, don’t defend yourself.

• Say “Thank you”—Good, honest feedback is difficult to give. It shows that someone truly cares about your progress as a counselor. Gratitude can only encourage more of the same honesty in the future.

• Think about the feedback—take a day or two to incorporate the information. Try to put yourself in the observer’s shoes. Try to imagine what they saw. Talk about the feedback with colleagues you trust (without naming the observer).

• Incorporate the information into your skill-base—Good feedback helps you hone your skills and become a better counselor.

• If you still have questions after a couple of days of thought, bring it up at the next meeting. Your triad or the class can learn from your experience.

|Role Play Technique Feedback Form |

|Role Play Cheat Sheet |

| |Technique or Strategy (taken from #5 of class discussion questions) | |

|1 | |1 2 3 4 5 |

| |Comments: | |

| | | |

| | | |

|2 | |1 2 3 4 5 |

| |Comments: | |

| | | |

| | | |

|3 | |1 2 3 4 5 |

| |Comments: | |

| | | |

| | | |

|4 | |1 2 3 4 5 |

| |Comments: | |

| | | |

| | | |

|5 | |1 2 3 4 5 |

| |Comments: | |

| | | |

| | | |

Make 18 copies of this form (1 for self, 1 for observer, 1 for client)

Rating scale:

1=Did not use technique

2=Used technique inappropriately or at inappropriate time

3=Used technique but was not as effective as could have been

4=Used technique somewhat effectively

5=Used technique very effectively and in a timely manner

Common Factors:

Curative Factors Common to all Therapies and Healing Techniques

Frank & Frank, 1991

1. An emotionally charged, confidential relationship with a helping person or group. A close relationship that includes trust, emotional disclosure, and the understanding that the therapist/healer can handle anything the client tells him/her.

2. A healing setting that heightens the client’s perception of the therapist’s prestige, and strengthens the client’s expectations that the healing process will help because it symbolizes the therapist’s role as the healer. The environment in which the therapist/healer works should represent their role as a healer, and should send a message to the client that this is a safe and warm place, and that the therapist is some one who can help and be trusted.

3. A rationale, conceptual scheme, or myth that provides a plausible explanation for the clients’ symptoms and prescribes a ritual or procedure for resolving them. Here is what is happening with you, and here is how we are going to make it better. It must be within the client’s world view of how symptoms or problems exist and how they are cured.

4. A ritual or procedure that requires the active participation of both the client and the therapist/healer, and that is believed by both to be a means of restoring a client’s health. Whatever techniques are used, they should be something the therapist and client believe will work and something that they will work together on to restore the client’s health.

|Movie Analysis Feedback Form |

| | | |

| |Topic Covered | |

|1 | |1 2 3 4 5 6 7.5 (X 2) |

| |Conceptualize the scenario: Explain clip situation, how would theorist view the problem (use| |

| |pertinent concepts in the theory). | |

| |Comments: | |

| | | |

|2 | |1 2 3 4 5 (X 2) |

| |What needs to happen so that your character(s) can think/feel/behave in a more healthy way? | |

| |What does the client need to do differently? What does the theorist say about therapeutic | |

| |change? How does it happen? What does the therapist need to do to guide this change? | |

| |Comments: | |

| | | |

|3 | |1 2 3 4 5 (X 2) |

| |Demonstration of theory-based counseling skills to deal with the client’s issues. Provide | |

| |list of strategies for audience to follow. | |

| |Comments: | |

| | | |

|4 | |1 2 3 4 5 (X 2) |

| |Given the personality of this client and the entrenchment of the problem, what is the likely | |

| |outcome of this intervention? | |

| |Comments: | |

| | | |

Give me a copy of this form before your presentation. Multiply each rating by two for your points.

Rating scale:

1=Did not adequately and thoroughly address this item

2=Addressed this item, but not in a comprehensive way

3=Adequately addressed this item

4=Addressed this item adequately and thoroughly

5=Went above and beyond what was expected in addressing this item

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