Rollins College Winter Park, Florida



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CPY 525 – Counseling Process & Skills

Spring Term 2005: January 12 – April 21, 2005

Rollins College - Winter Park, Florida


Cornell Social Sciences, Room 226, Wednesday, 6:45 – 9:15 PM

Dr. Burt Bertram


Office Hours - By Appointment

Inner Change Facilitators Email: Burt@burtbertram.com


(Office) 407-426-8088 (Fax) 407-426-0552 (Cell) 407-399-2344


TEXTBOOK Ivey, A.E. & Ivey, M.B. (2003) Intentional interviewing and counseling.

(5th Ed). Brooks/Cole, Pacific Grove: CA.


Students should complete assigned readings before class and be prepared to discuss all aspects.

COURSE DESCRIPTION
Counseling Process & Skills builds upon its prerequisite, CPY 520, by providing a foundation of beginning counseling skills and techniques. Students will develop an understanding of the counseling process from initial client contact to termination. The broad objectives are to build upon student's previously learned behaviors and to learn new information and skills toward helping the student develop his/her own natural style of helping. Specific goals are:


  • To become aware of the 13 level microskills model of counseling: Ethical and Multicultural Competence – through – Determining Personal Style and Theory
  • To become skillful in using the first six Microskills levels: 1) Ethical and Multicultural Competence; 2) Attending Behavior; 3) Open and Closed Questions; 4) Client Observation Skills; 5) Encouraging, Paraphrasing and Summarizing; Reflection of Feeling; and 6) The Five-Stage Interview Structure


  • To received faculty, peer and self feedback from role-play of a simulated counseling session (Fish Bowl) in class

  • To audio and video tape role-play interviews and interviews with “real” clients and then received faculty, peer and self feedback regarding these interviews

  • To learn to conduct a comprehensive Intake Interview and prepare a Written Report of the interview;

  • To learn to prepare a Case Conceptualization and Treatment Plan;

  • To have an Awareness of Self - one's own personal values, perspectives, defense mechanisms, ambitions, interaction styles, fears, passions, and the like which have relevance for participating in helping relationships as a professional counselor.

The course will employ lectures and demonstrations; class discussion of reading, issues, and methods; class role-play practice, audio and videotape practice interviews with classmates and with volunteer clients; viewing of videotapes; skills practice; and examinations.


Come to class fully prepared, ready to state your views and exchange ideas.
Counseling Process & Skills Page 2



COURSE REQUIREMENTS

Class Attendance/Participation: Discussion & Role-plays 100 points

This class is based on a seminar format. Attendance and participation in the class discussion and the fish-bowl role-play is mandatory. Only legitimate emergencies and illness are excused absences. For me to credit you with an EXCUSED ABSENCE, it is YOUR RESPONSIBILITY to inform me of such cases immediately upon returning to class.


Audio Tape Critique - Due January 26 50 Points


  • Classmate Client: Ask a classmate to serve as your client

  • Informed Consent: Obtain a signed Informed Consent from your classmate-client both to interview her/him and to tape the interview (Copy Attached).

  • Audio Tape Interview: Conduct an interview (approximately 30 minutes) during which the client discusses a real issue (real but not intimate or vital). Audio tape the session. Be sure to test your audio recorded (several times) before conducting the interview. If the recorder fails to record and/or the quality of the recording is so poor it can’t be heard – the assignment will not be accepted.

  • Demonstrate Attending: Demonstrate basic attending and listening skills. Be sure you understand what your "client" is saying. Make a strong effort to let them know you are listening and comprehending their message.

  • Transcript: Select any 10-minute segment of the session (usually not the first ten minutes). Make a verbatim transcript of this segment. Hand-written work is not acceptable. Choose any five of your responses from this 10-minute segment; choose segments that have some type of substantial content. Do not use such utterances as, "uh-huh", "I see", etc. For each response, include the following: (See Sample Interview Transcript With Comments)

Intention: Describe your intent/goal in making that statement at that time.

Evaluation: Was your comment appropriate? Do you think it was helpful?

Was the wording OK? Did it seem to accomplish what you'd hoped?


Alternative Response: If necessary, write an alternative response and explain

how this response would/could have been more helpful or effective..


  • Self-Critique: At the end, on a separate page, write a one-page overall self-critique of your performance during the interview

  • Cue Tape: When I begin playing the tape, it should be set to play at the starting point of the ten-minute segment (typed transcript).

  • Confidentiality: Be aware that in spite of the contrived circumstances you must observe your client's right to confidentiality. Do not discuss the nature or content of this session with anyone except your client or the course instructor.



Video Tape Critique - Due February 23 50 points

Follow the same instruction as for the audiotape assignment (work with a different classmate).


Counseling Process & Skills Page 3



Intake Interview - Due March 23 50 points

  • Using a casual acquaintance or stranger (not another graduate student) as a client, conduct a 45-50 minute intake interview. Even if your client is willing to talk longer

do not exceed 75 minutes.

  • Using an outline (provided by the instructor) write a two-page intake report. Sample reports will be provided to assist with format decisions.

  • Observe guidelines of confidentiality at all times.


Volunteer Client - Due April 13 75 points
  • Each member of the class will provide a friend or acquaintance that will agree to serve as a voluntary client, for two sessions, for a different class member. Each session will be approximately 45 minutes - about one week apart. Selection considerations include the following:


    • Volunteer client should not be in crisis or have a significant diagnosed mental health issue (to your knowledge).

    • Volunteer client should not come to counseling with “you” as their focus of concern.

    • The Volunteer client may not have a “Presenting Problem” – in which case, the focus of the initial interview will be to gain an overall perspective on the life of the client (invite the client to tell their story). Assuming a “problem” does not surface during the initial interview, the second session may focus on client strengths and how those strengths have served the client during times of stress or how the client anticipates using their strengths to deal with future challenges. It may be helpful to invite the client to think about the normal life span and consider the challenges/changes/stressors that are a part of every life.

    • Other issues/questions about the selection of the Volunteer Client will be discussed in class

  • The first session will be an intake/assessment interview. The second session will address any prominent theme noted in the first interview. There is no expectation of "progress" or problem resolution for this brief, two-session counseling experience. The voluntary client will be so advised. The goal of this activity is to acquire additional practice in the use of basic attending and assessment skills with a "stranger" client.

  • Both sessions are to be audiotaped or videotaped and must be observed as they occur by a classmate - either from a remote location (e.g. Cornell Counseling Clinic) or by being physically present. If the Clinic is used, it is more desirable to videotape than audiotape.

  • Clients must be advised of the purposes for the sessions and give written consent to be taped and observed.
  • A form for the observer to use in recording their observations will be provided. After the session the completed form will be given to the counselor and used for face-to-face feedback discussion following each session.


  • Materials to be submitted include the tapes of both sessions, observation records for

both sessions, a two page self-evaluation of performance of the two sessions, and an assessment and treatment plan.

  • Observe guidelines for client confidentiality.



Counseling Process & Skills Page 4



VI. Exams

  • Mid-Term: March 2 75 points

  • Final Exam Activity: April 20 100 points


GRADING

A 500 – 470 Points (100 – 94 %)

A- 469 – 450 Points (93 – 90%)

B+ 449 – 435 Points (89 – 87%)

B 434 – 420 Points (86 – 84%)

B- 419 – 400 Points (83 – 80%)

C+ 399 – 385 Points (79 – 77%)

C 384 – 370 Points (76 – 74%)

Note: Grade of "I" indicating that coursework is incomplete may be assigned only when circumstances beyond the control of the student make it impossible to complete the academic work within the normal period. See Graduate Catalogue for details.

Counseling Process & Skills Page 5


Course Schedule

Week

1) 1/12/05 Course Overview & Syllabus

Student Introduction

Chapter 1: Toward Intentional Interviewing & Counseling

2) 1/19/05 Chapter 2: Attending Behavior

Fish Bowl Role-Play (1)


3) 1/26/05 Chapter 3: Getting Started

Due: Audio Tape

Fish Bowl Role-Play (1 or 2)


4) 12/02/05 Chapter 4: Observational Skills

Fish Bowl Role-Play (1 or 2)


5) 2/09/05 Chapter 5: Encouraging, Paraphrasing & Summarizing

Chapter 6: Observing & Reflecting Feeling

Fish Bowl Role-Play (1)
6) 2/16/05 Chapter 7: Integrating Listening Skills

Fish Bowl Role-Play (1 or 2)


7) 2/23/05 Due: Video Tape

Fish Bowl Role-Play (1)

Review of Mid Term Exam
8) 3/2/05 Mid Term Exam
9) 3/09/05 Chapter 8: The Skills of Confrontation: Supporting While Challenging

Fish Bowl Role-Play (1 or 2)


3/16/05 SPRING BREAK
10) 3/23/05 Chapter 10: Eliciting and Reflecting Meaning

Chapter 9: Focusing the Interview


Due: Intake Interview

Fish Bowl Role-Play (1)

11) 3/30/05 Chapter 11: Influencing Skills

Fish Bowl Role-Play (1 or 2)


12) 4/06/05 Chapter 12: Skill Integration


  1. 4/13/05 Chapter 13: Integrating Microskills with Theory

Chapter 14: Determining Personal Style and Future Integration

Due: Volunteer Client Material
14) 4/20/05 Final Exam Activity


Sample Interview Transcript with Comments


(Transcribe ten minutes of the interview; inserting comments within the transcript, as shown)
Client: For some time now I’ve…I’ve…well, I’ve been feeling down – or low – or – I don’t know… like I just don’t give a damn about anything.
Counselor: Can you tell me more about feeling down or low or not giving a damn?
Client: Well…always before in my life I was happy – I could always see the positive. Now everything feels heavy – my attitude sucks – I feel on the verge of being either hostile or crying – and almost anything that requires effort from me feels overwhelming. I would rather stay home and watch TV or surf the net. I don’t want to talk to anyone.
Counselor: So, are you taking anti-depressant medication?

Intention: I was concerned about the level of depression I was hearing the client describe – my only thought was; “this client needs to be on medication” – so I wanted to know if he was taking an anti-depressant.

Evaluation: Clearly the client was reactive to my question about medication. I realize I introduced the topic of medication and the client did not like it. I still want to know about medication but I should have first let the client know that I understood his answer to the questions I asked just a moment ago – then maybe I could have found a more effective way and even a better time to get at the topic of medication.


Alternative Response: So, I’m hearing that things seem so overwhelming and you feel so on-edge and fragile that you would just rather stay home and not deal with anyone or anything.
Client: God no! I don’t want to go down that road – get hooked on pills and walk around like a zombie.
Counselor: You…ugh…well…you are…or maybe…you don’t want to take pills.

Intention: I really don’t know what my Intention was except to try to recover from the client’s strong reaction to my comment about medication. I was fumbling for what to say – I just could not get clear in my mind what to say.

Evaluation: It was very clumsy and I doubt it was helpful.

Alternative Response: You feel strongly about medication – can you tell me about that?
Client: No I don’t and if that is all you have to offer…then you are no different than my girlfriend who keeps harping on the same thing…”You need medicine.”
Counselor: So my question is something you have heard before and you don’t like.

Intention: I wanted the client to know that I have gotten his message – I heard him and I understand.

Evaluation: I think my comment was clear and effective. I like what I said and I like the way I said it.

Alternative Response: (I wouldn’t change anything)
Client: Yea…my mother and my girlfriend have been ragging on me about this lately – I finally agreed to see a counselor but I’m not about to start taking drugs. I’ve watched my mother take her Prozac for years now and I don’t want any part of it.

ROLLINS COLLEGE





GRADUATE STUDIES IN COUNSELING

1000 Holt Ave – 2726

Winter Park, FL 32789-4499

Tel: 407-646-2302 / Fax: 407-646-2545

INFORMED CONSENT & PERMISSION

for

TAPE RECORDING & SUPERVISION OF COUNSELING INTERVIEW




Recording of Counseling Sessions

In order to provide the best possible service to clients, counseling sessions of student-counselors will be audio and/or videotaped. The recording, made by student-counselor, ____________________________, will be used, during clinical supervision with Rollins College professor Dr. Burt Bertram, LMFT, LMHC and/or during case consultation with Dr. Bertram and a small group of other student-counselors. Counseling and tape recording practices comply with the American Counseling Association Code of Ethics and Standards of Practice. Recording will be used only for the above purpose and will be erased at the end of the counseling relationship.



Confidentiality of Counseling Sessions


All information about the client is held in strictest professional confidence unless released, at the request of the client, to another qualified professional. Such release of information is made only after a statement signed by the client has been placed on file. The release details the nature of information to be communicated and specifies to whom such information is to be communicated. Additionally, there are four other important exceptions to confidentiality:

  1. If a client threatens harm or death to them self or another person, the counselor may be legally, ethically and morally required to take action to protect the safety of the threatened person. Actions could include: informing the intended victim, arranging for hospitalization for you and/or your child, notifying family or support system or alerting law enforcement.


  2. If abuse or neglect of a child, aged person or disabled person is known or suspected, the counselor is required by Florida law to report his/her concerns to the Department of Children & Family Services.

  3. If the counselor were to receive a legally binding Court Order for counseling records or for deposition or court testimony, the counselor would be legally required to comply.

  4. If a client or a minor child is in counseling or is being evaluated by Order of the Court or as a condition of continued employment, or school attendance the counselor may be required to provide the Court, the Employer or the school with reports, documents or testimony.

If you have any questions about the taping or confidentiality of the sessions, please ask your counselor.


I agree to the recording of my session. I understand that confidentiality will be maintained, with the above exceptions, and that professional ethical standards will be observed.

Name of Client (Printed)



Date

Signature of Client





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