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HDL 654 (001)COUNSELING PROCESS AND APPLICATIONS I

FALL 2009H 313

Instructor: Amy Patraka Ginsberg, Ph.D. Office: Pratt 214Email: amy.ginsberg@liu.edu Off Hrs: Tue/Wed 2:30-4pmPhone: 718-246-6308 or by appointment

Course Description

Counselor characteristics and behaviors that influence helping processes areaddressed. Focus is on interviewing methods, counseling skills, goal setting, treatmentplanning, assessment, diagnosis, documentation and report writing. Both direct serviceand consultation skills are discussed. The importance of self-awareness and analysistoward counselor effectiveness is highlighted.Three credits.

Course Objectives

1. Students will demonstrate an orientation to wellness and prevention as desiredcounseling goals (CACREP Core 5.a.);

1. Students will demonstrate an understanding of counselor characteristics andbehaviors that influence helping processes (CACREP Core 5.b.);

2. Students will demonstrate an understanding of essential interviewing andcounseling skills (CACREP Core 5.c.);

3. Students will use their understanding of different theories and models to developtheir own personal model of counseling (CACREP Core 5.d.);

4. Students will show possession of a general framework for understanding andpracticing consultation (CACREP Core 5.f.);

5. Students will demonstrate an understanding of multidisciplinary immediate,intermediate and long term responses to crises, emergencies and disasters,including the use of psychological first aid strategies (CACREP Core 5.g.)

Required Book

MacCluskie, K. (2010). Acquiring Counseling Skills: Integrating Theory,Multiculturalism, and Self-Awareness. Upper Saddle River, NJ: Pearson/Merrill.

FYI: The campus bookstore ( www.brooklyn.liu.edu -> quick links -> bookstore) has thisbook. According to the website, it costs $69.85 (new) and $52.40 (used/if available).

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I checked www.amazon.com as well: $53.55 (new) and from $41.43 (used).

Note: Wherever you choose to get the book, please try to have it in hand by thefirst week of classes.

Recommended Books

Any and all of the following are suggested for current or future reading.

Fisher, A. Q., & Rivas, M. E. (2001). Finding fish: A memoir. New York: Harper Paperbacks.

Israeloff, R. (1990). In confidence: Four years of therapy. New York: PenguinBooks.

Jamison, K. R. (1995). An unquiet mind: Memoir of mood and madness. NY:Vintage Books.

Jamison, K.R. (1999). Night falls fast: Understanding suicide . New York:Vintage Books. Day, P., Estepa, A., & Desetta, A. (Eds.) (1998). Things get hectic: Teens write

about the violence that surrounds them. New York: Touchstone. Kaysen, S. (1993). Girl, interrupted . New York: Turtle Bay Books of Random

House. Pelzer, D. (1995). A child called It: One childs courage to survive. Deerfield

Beach, FL: Health Communications. Pelzer, D. (1997). The lost boy: A foster childs search for the love of a family.

Deerfield Beach, FL: Health Communications. Pipher, M. (2003). Letters to a young therapist. New York: Basic Books. Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New

York: Ballantine Books. Pollack, W. S. (2000). Real boys voices. New York: Penguin Books. Ramsey, M. (1995). Where I stopped: Remembering rape at thirteen. NY:

Putnam & Sons. Sebold, A. (2002). Lucky: A memoir . Back Bay Books. Yalom, I. D. (1989). Loves executioner and other tales of psychotherapy: For

anyone whos ever been on either side of the couch. New York: HarperCollins.

New and used copies of these books are widely available in bookstores and online.

Mode of Instruction

This section of this course is being taught in a blended or hybrid format. This meansthat some class time (in this case, approximately 1/3) will be replaced with experientialand online work. As youll see on the schedule that follows, we meet together 10 timesinstead of 14 times. Students are expected to attend all in-class sessions as scheduledand to complete all assignments within the specified time periods.

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Success in this course requires considerable personal commitment, self-discipline andinternal motivation, as well as regular access to a fully equipped and functioningcomputer with high-speed Internet access. If you know now that this may pose aproblem for you, please see me immediately.

We will use WebCT for this course. This is a website that has been designed just for

this course; it houses the course syllabus, assignments, calendar, learning modules,web links, and mail, amongst other functions. You will access our WebCT site regularlyfor this course. To get started, go to https://my.liu.edu , and click on Activate MyAccount. Once your account is activated, you can get to our WebCT site throughhttps://my.liu.edu or through www.brooklyn.liu.edu , where there is a direct link toWebCT at the bottom of the page. After logging in to WebCT with your username andpassword, you will see a list of your courses that are using WebCT. Click on our course. Then review the Student WebCT Guide that is accessible from our home page.

If students have any difficulty with using WebCT or in fulfilling courserequirements for any reason, they are expected to contact me immediately. For

technical issues, students can also get computer help at the genius corner of theCyber Caf located next to Quiznos on the 1 st floor of the Pratt building. The hours of the Cyber Caf are Monday through Thursday, 10:30-5, and Friday, 10:30-3.

Confidentiality: Throughout this course, students will be required to grapple with a hostof personal issues and experiences that are relevant to becoming professionalcounselors. Some of this will be shared orally and other experiences, thoughts, andfeelings will be shared though written assignments submitted to me and to your fellowstudents. It is expected that all personal information disclosed during this course will bekept within the confines of this course and its participants. Feedback must be supportiveand constructive. Respect for one another is critical.

Instructors Assumptions and Expectations

I assume that students have made a serious decision to commit considerable time,effort and money toward becoming effective counselors. My overriding goal is tostructure courses in such a way that brings the material to life for students andencourages them to become more knowledgeable and skilled in selected areas. In thisregard, I am always thinking of the bottom line, imagining you working in the field as aprofessional counselor and incorporating classroom practices and assignments to foster knowledge and skill that will be applicable to your work. Thus, this course can bedescribed as performance-based, meaning that the intended outcome is studentsimproved ability to perform well the tasks of effective counselors. This is only onecourse in a series of many and you are not expected to leave here totally proficient inthe work of the counselor. Rather, you are expected to increase your knowledge andskills in important areas, which combined with the knowledge and skills from other courses and practicum experiences, will prepare you to become effective counselors.

In order to accomplish this goal, students are expected to do the following: Attend class regularly and arrive on time. Inform me if you must be absent.

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Actively participate in class discussions, activities, and assignments. Keep up on the readings and submit work on time. See me if assistance is needed.

Students with Disabilities

Students needing accommodations for a disability are advised to contact Phyllis Brown-Richardson of Special Educational Services (Pharmacy Building, street-level, rooms B-03 and B-04; 718-488-1207, Phyllis.brown-richardson@liu.edu ). Please also come seeme if I can be helpful to you.

Academic Integrity

The faculty of the School of Education has adopted the LIU, Brooklyn Campus FacultySenate definitions of both academic integrity and the various forms that academic

dishonesty can take, for example, plagiarism and cheating. As stated in the definitions,academic integrity is the practice of honesty and openness in scholarly, creative, andcommunal endeavors. For a fuller description of academic integrity and related issues,please refer to the School of Education Student Handbook.

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Schedule

Week Date Meeting Topic Reading Due Assignment Due

1 Sept 9 In-class Becoming aProfessionalCounselor

Chs. 1 & 2

2 Sept 16 In-class Skill-by-Skill, Startingwith Attending

Chs. 3 & 4 Ch.1 PersonalReflection

3 Sept 23 Online

4 Sept 30 In-class

Client Observation &Basic Counselor Verbal Responses

Chs. 5 & 6 Ch. 1 ClassmateResponses

5 Oct 7 In-class Ch. 7

6 Oct 14 Online

Questioning

Triads meet

7 Oct 21 In-class Chs. 8 & 9 Triad Analysis #1(Oct 19 th )

8 Oct 28 Online

Reflection of Feelingand Meaning

Triads meet

9 Nov 4 In-class Ch. 10 Triad Analysis #2(Nov 2 nd )

10 Nov 11 Online

Confrontation

Triads meet

11 Nov 18 In-class Counseling Theories Triad Analysis #3(Nov 16 th )

12 Nov 25(Fridaysched)

Online Watch AntwoneFisher

13 Dec 2 In-class The CounselingProcess, IntakeInterviews, and InitialAssessment

Chs. 12 & 13

14 Dec 9 In-class Empirical SupportedTechniques, CommonFactors, & IntegratedCaseConceptualization

Chs. 14 & 15

15 Dec 16 In-class Self-Awareness &Self Care

Ch. 16 Antwone Fisher analysis(Dec 18 th )

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Assignments

I. Chapter 1 Personal Reflection For Discussion

Throughout the text, the author presents opportunities for Personal Reflection, askingquestions for readers to consider how they individually relate to the content of that

chapter. In Chapter 1, there are five Personal Reflection opportunities (see pp. 3, 5, 6,and 7). After reading the whole chapter, choose one of these Personal Reflections andrespond to it as honestly, thoroughly and clearly as you are able. Write a 2-3 pagepaper (500-750 words) in which you answer all parts of the questions that are posed.

Assignment Evaluation (10 points):9-10 = The paper is focused, on-point, and clearly written. Introspection and self-awareness are apparent. Important questions are raised and preliminaryanswers are hypothesized.8 = The paper is mostly focused, on-point, and clearly written. Someintrospection and self-awareness are apparent. Questions are raised and

answers are hypothesized.7 = Focus and clarity are lacking to some extent. Introspection and self-awareness may not be readily apparent. Questions, if raised, are leftunanswered.6 and below = Paper is unfocused and/or unclear. On-point personal reflection isnot apparent.

Due Date: September 16 th, submitted through the Discussions tool in WebCT. When inDiscussions, click on Chapter 1 Personal Reflection. Then click on Create Message. Anew window will appear. In the subject line, type your fist name followed by PersonalReflection (e.g., Amys Personal Reflection). In the Message box, copy the PersonalReflection questions you are answering. There are two ways you may submit your reflection: 1) Prepare your paper in Word, save it on your desktop, and upload it as anattachment through the Add Attachments box. 2) Prepare your paper in Word, proofreadand edit it as needed, and then cut and paste it into the Message box. After insertingyour reflection, you may preview it if you wish, and then click on Post. If your work isinterrupted before you are ready to post it, click on Save as Draft and return to it later.

You are sharing your reflection not only with me, but also with your classmates.However, when I submit a grade, it is received only by the individual student, and isviewable through the My Grades tool.

II. Chapter 1 Classmate Responses For Discussion

Read through each of the Personal Reflections provided by your classmates. Chooseone that has not yet been responded to and provide a 2-3 page (500-750 word)response. Responses are to demonstrate the following: 1) a summary that conveys anunderstanding of what has been shared; 2) a non-judgmental, non-evaluative,supportive personal association or relating to what has been shared; and 3) somequestions or comments for further thought.

Assignment Evaluation (10 points):

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9-10 = All three parts of the assignment are addressed clearly, thoroughly, andsupportively.8 = All three parts of the assignment are addressed to some extent, but could beclearer, more thorough or more helpful.7 = Understanding of what has been shared is somewhat unclear. Responseappears somewhat evaluative. Questions or comments are incomplete are

absent.6 and below = Response is largely off-target and/or difficult to follow.

Due Date: September 30 th, submitted through the Discussion tool in WebCT. When inDiscussions, click on Chapter 1 Personal Reflections. Click on the name of the personto whose reflection you wish to provide a response. Click on Reply and provide your response using one of the two methods listed above (e.g., attachment upload or cut &paste).

** Note: After this preliminary response, students are encouraged to continue to use theDiscussion tool to proceed with grappling with the issues raised in these reflections.

You may respond to anyones postings and may contribute as often as you would like.The one rule is that comments and questions must be posed respectfully and constructively. Check the Discussion messages every few days and contributeregularly. The more that you put in, the more you get out. (no grading after the first reflection and response)

III. Triad Analysis #1

Triad: During the week of October 14 th, meet with your group and engage in threecounselor-client-observer role-plays of 10-15 minutes each, rotating such that eachparticipant serves in each role. Position yourselves in a quiet, private space, with thecounselor and client sitting at a comfortable distance and placement for dialogue. Theobserver should be between the pair, back a bit so as not to be in their visual space.

Client: Share a current, real issue that you are experiencing. For example,dissatisfaction with a work situation, an interpersonal relationship, a personalgoal that you are working on, something that is causing you distress, but notso much so that it is inappropriate for you to use this in a class exercise.(This will be discussed further in class.)

Counselor: Based on what you have learned from chapters 4-7 and our class discussions, use attending skills, basic counselor verbal responses, andquestioning to try to understand more fully and appreciate what the client isexperiencing.

Observer: Staying silent throughout the role-play, your job is to take copiousnotes, writing down a description (not interpretation) of whatever you see andhear. Observe the non-verbal behavior of both the counselor and client.Write down verbatim as many of the counselors utterances as you can. Youare responsible for keeping time, using a hand signal to notify the counselor when ten minutes have passed so the counselor can start winding down. If the role-play is still going on after fifteen minutes, you are responsible for calling time. You will then facilitate a 10-minute processing of the interaction,in which the counselor, client, and observer share their impressions of whattranspired. At the end of the processing, give your notes to the counselor.

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Analysis: Write a 2-3 page paper (500-750 words, double-spaced) of your experience in the counselor role. Comment of your use of attending skills, basiccounselor verbal responses, and questioning. Refer to your use of specific skills asthey were presented in class and in the text. Divide your paper into three parts:summary of your use of these skills, perceived areas of strength, and areas in which

you are eager to improve.Due Date: October 19 th, submitted through the Assignments tool in WebCT. Papersshould be submitted in .doc (Microsoft Word) format and uploaded as anattachment. These papers are submitted only to me.

Assignment Evaluation (10 points):9-10 = Paper clearly summarizes the students use of the host of skills that werethe focus of this role-play and the students perceived strengths and limitations.Student demonstrates self-awareness and insight in analyzing the nature of theinteraction.

8 = Paper clearly summarizes the students use of some of the skills that werethe focus of this role-play. The students strengths and limitations are addressed,although briefly or with little insight.7 = Summary is somewhat unclear; strengths and limitations are minimallyaddressed or lack clarity or focus.6 and below = Paper is largely off-target or difficult to follow.

IV. Triad Analysis #2

Triads meet the week of October 28 th.Same process as above. Same groups; same pairs.Skills: Add Reflection of Feeling and Meaning.Analysis: Same as above; add use of Reflection of Feeling and Meaning.Due Date: November 2 nd.Evaluation: Same as above (10 points).

V. Triad Analysis #3

Triads meet the week of November 11 th.Same process as above. Same groups; same pairs.Skills: Add ConfrontationAnalysis: Same as above. Add use of Confrontation.Due Date: November 16 th.Evaluation: Same as above (10 points).

VI. Antwone Fisher Analysis

Essay exam distributed and submitted through Assignments tool in WebCT. DVD is onreserve in library. (2 essays x 25 points each = 50 points)

Exam Distributed: week of December 7 th Due Date: December 18 th (no exams will be accepted after this date)