Instructor: Dr. E. A. Schmidt
Phone: 512-245-3979 Office: Education Building, Suite 4012, Room 4016
E-mail: email@example.com Office hours: M 11-3:30, T 12-3:30
This course is designed to introduce the student to basic counseling skills via role-play and videotape. The course also provides a general model of effective counseling, including basic communication skills and theory techniques.
Prerequisite: COUN 5350 or COUN 5328
In the process of gaining competency in basic communication/counseling skills, the student will:
3. Demonstrate an awareness of personal communications such as self-awareness and impact on clients.
4. Demonstrate an understanding of nonverbal counselor skills such as attending and listening.
5. Demonstrate understanding of awareness of self as the primary vehicle for providing mental health assistance to others.
6. Demonstrate knowledge of different theoretical counseling approaches.
8. Demonstrate an understanding of issues and considerations associated with human diversity. (CACREP
9. Understand one’s own value systems and one’s own level of moral development and the impact on therapeutic work.
11. Demonstrate thoughtful, responsible, and mature behavior when in a professional setting.
Methods of Instruction:
Lectures via multiple multimedia formats (e.g., class discussions, powerpoint, handouts, etc.), outside activities, small group role plays, and experiential exercises.
Meier, Scott T. & Davis, Susan R. (2005). The elements of counseling (5 th Ed.). Pacific Grove, CA:
Handouts provided by professor
Calculation of grades (Student will receive a final grade):
Attendance 20% (40 pts)
Counseling Recording #1 15% (30 pts)
Counseling Recording #2 20% (40 pts)
Counseling Recording #3 25% (50 pts)
Journal 20% (40 pts)
A=200-180 B=179-160 C=159-140 D=139-120 F=119-100
Student will supply own video tape(s)/CD(s). Student will transcribe each session, submitting transcription, personal evaluation and tape/CD on due date. Transcribe only 20 consecutive responses for the last 2 recording assignments. It doesn't matter which 20, as long as they're consecutive. When submitted, tape/CD should be such that when professor places it in the VCR or computer, it should begin at the first of the 20 consecutive responses. At the end of the transcript, please include a summary of the session (your strengths, things you would have liked to have done better, what you would change, how you felt during the session, etc.).
Recording 1 - The role-played session is to be 10-15 minutes in duration. All responses are to be labeled.
Recording 2 - student will label responses and provide a “better” response for each actual response. This
role-played session will be 20-25 minutes in duration.
Recording 3 - Student will provide rationale for each response, as well as a “better” response. This role
played session will be 40-45 minutes in duration. For example of a rationale, see sample
transcript on next page.
Through this program, you will learn how to become an effective therapist. By developing a unique relationship, you will be impacting people in very meaningful and powerful ways. My personal ethics require that I be certain that you are aware of, prepared and capable of handling that responsibility. It is upon those premises that the entire class is predicated.
In-class: Each student will be expected to participate, attend and learn during each class meeting. Please be prepared to do all three each week. At times, I will challenge you directly and openly during class discussions. Not every answer you give will be the correct one, and not all questions have only one correct answer. Sometimes you will have no choice but to "make a guess." You'll find, throughout the course of the program, that guessing is a very powerful tool for a therapist. Start using it now. Guessing results from one's courage to take risks. Taking risks is one of many characteristics of an effective therapist. Risk-taking is a lot easier when we rely on each other for support. Let's offer that to one another.
Example of Transcription:
Recording 1 – Transcribe ENTIRE session
Ct: "I just feel so nervous when by boss comes in the room. I don' t know why, but I hate that."
Co: "You feel nervous when your boss comes around and you can't figure out why."
Recording 2 – Transcribe any 20 consecutive responses ONLY (not the entire session)
Ct: "I'm a teacher, and I have this child in my class who's just always angry, destructive and sometimes abusive toward me, if you can believe that. I finally got fed up and I wrote a letter asking that he be removed from my class. What about the other kids I have to teach? I have a responsibility to them, too.
Co: As a teacher, you recognize the responsibility you have for your students, but you're caught between the "angry" child, and the rest of the class. You made a decision and wrote a letter based on the welfare of the whole class.
Label: Reflection of content
Br: You feel obligated to all of your students, and you also realize that you can't sacrifice the whole class just for one child. You're feeling guilty and somewhat disappointed, wondering if you just gave up on the "angry" child.
Recording 3 – Transcribe any 20 consecutive responses ONLY (not the entire session)
Ct: "Well, I don't know if I should say this, but she just pisses me off. I can't stand the little tramp. All she does is whine, whine, whine, and all my husband does is listen. Why doesn't she go whine to her own husband."
Co: You feel resentment toward her. You feel angry because you see her as using your husband to "whine" to. You're unhappy with the fact that they have a relationship.
Label: Reflection of feelings and content
BR: You feel angry with her and resentment for her, as well. You also feel threatened, mostly due to her relationship with your husband.
Rationale: Client's anger is obvious. However, it seems that she is mostly angry because of the "relationship" her neighbor has with her husband. I sensed that the client felt threatened, primarily because of her last sentence. Rereading that, it becomes more obvious that client feels jealous as well. From this, it's apparent that most of client's insecurities are resulting from some difficulty she's experiencing in her relationship with her husband.
NOTE: In these examples, I transcribed every word the client spoke so that the response would make sense. On your transcript, DO NOT transcribe client's statements verbatim. Simply include the first and last few words.
8-23 Introduction Constructive Feedback, Performance
Evaluation, Anxiety, Ethics, Listening skills Evaluation Form
8-30 Know Thyself/Role Play FIRST JOURNAL DUE
9-6 Attending Behavior - Beginning
9-13 Observation Skills TAPE 1 DUE Reflection (Content/Feeling)
9-20 View tapes in class
Responses - Reflection (Feeling)
9-27 Reflection (Feeling)/Empathy
10-4 Reflection (Content)
10-11 Confrontation TAPE 2 DUE
10-18 Being directive
10-25 Theoretical Foundations – Why have theory?
11-1 Role Play Humanism/Person Centered (Rogers)
11-8 Role Play Directive Therapies TAPE 3 DUE
LAST JOURNAL DUE
11-15 Role Play in class
View tapes in class
11-22 THANKSGIVING HOLIDAY
Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This university will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the student’s responsibility to register with Disability Support Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations.