Course Number, Title, Semester, Year...Intentional interviewing and counseling: Facilitating client...

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1 CESP 824 Counseling Techniques (Master Syllabus) Course Number, Title, Semester, Year Instructor: Department: CLES: Counseling, Educational Leadership, Educational and School Psychology Office Location: Telephone: Email: Preferred Method of Contact: Office Hours: Classroom Day/Time: Prerequisites: CESP 803 or concurrent enrollment Teaching Assistant: TA Contact: How to use this syllabus This syllabus provides you with information specific to this course, and it also provides information about important university policies. This document should be viewed as a course overview; it is not a contract and is subject to change as the semester evolves. Changes to the syllabus including changes in due dates, assignments, and additional readings will be posted to the course Blackboard. Academic Honesty Students are responsible for knowing and following the Student Code of Conduct and the Student Academic Honesty policy. Section 4.012 of the College of Education Policies and Procedures Manual specifies the college’s policy and processes relating to academic honesty. These include instructor responses to incidents of academic misconduct, related reporting procedures, and student appeal options. Course Description CESP 824. Counseling Techniques. Three semester hours.

Transcript of Course Number, Title, Semester, Year...Intentional interviewing and counseling: Facilitating client...

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CESP 824 Counseling Techniques (Master Syllabus)

Course Number, Title, Semester, Year

• Instructor:

• Department: CLES: Counseling, Educational Leadership, Educational and School Psychology

• Office Location:

• Telephone:

• Email:

• Preferred Method of Contact:

• Office Hours:

• Classroom Day/Time:

• Prerequisites: CESP 803 or concurrent enrollment

• Teaching Assistant:

• TA Contact:

How to use this syllabus

This syllabus provides you with information specific to this course, and it also provides information about important university policies. This document should be viewed as a course overview; it is not a contract and is subject to change as the semester evolves.

Changes to the syllabus including changes in due dates, assignments, and additional readings will be posted to the course Blackboard.

Academic Honesty

Students are responsible for knowing and following the Student Code of Conduct and the Student Academic Honesty policy.

Section 4.012 of the College of Education Policies and Procedures Manual specifies the college’s policy and processes relating to academic honesty. These include instructor responses to incidents of academic misconduct, related reporting procedures, and student appeal options. Course Description

CESP 824. Counseling Techniques. Three semester hours.

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Examines and practices techniques of counseling through simulated counseling situations and extensive examination of counseling case studies. Prerequisite: CESP 803 (or concurrent enrollment).

Definition of a Credit Hour

Success in this 3 credit hour course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction and preparation/studying or course related activities for a total of 135 hours.

Go to: http://webs.wichita.edu/?u=academicaffairs&p=/definitionandassignmentofcredithours/ for the policy and examples for different types of courses and credit hour offerings.

Major Topics

The Counseling Techniques course is expected to familiarize the student with a variety of approaches to counseling. The approach includes understanding various models of counseling, using the skills of reflective listening, structuring of sessions and identifying themes in counseling. It is intended that the student will have exposure to and/or involvement in the following areas of learning:

• Models of counseling; • Active listening; • Attending behavior • Tracking and reflection of client thoughts and feelings • Confrontation of client discrepancies • Relationship between counseling theory, counseling techniques and appropriate problem-

solving strategies • Self and other evaluation of counseling skills • Structuring in sessions, using reflective responses; • Themes in counseling; • Clinical interviews, mock counseling sessions;

Measurable Student Learning Outcomes

Course Outcomes

Related Assessment

Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)*

KSDE/NASP Program Standards

CACREP

An understanding of the assumptions,

Discussions CKS 4

NASP IV

2.F.3.h., 5.C.1.b.

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contents, organizations, and research associated with selected counseling theories

Element 4.2 5.G.3.f.

An ability to use interchangeable responses in order to create an accepting atmosphere for the client

Mock Sessions

Typescripts

CKS 4

NASP IV Element 4.2

2.F.5.d.

5.C.3.b

Physical attending skills that facilitate counselor-client interaction

Mock Sessions Typescripts Taped Sessions

CKS 4

NASP IV Element 4.2

2.F.5.f., g.

5.C.3.b

The ability to give and recognize empathic responses

Mock Sessions Typescripts Taped Sessions

CKS 4

NASP IV Element 4.2

2.F.5.g., h., i.

The ability to identify and assess the client’s concerns, including lethality assessment, and crisis specific risks.

Discussion Mock Sessions Role-plays

PR 4

NASP V Element 5.2

2.F.5.l. 2.F.5.m.

5.C.3.b

Demonstrate an ability and willingness to conduct an ongoing personal assessment, especially as it relates to the helping profession

Discussion Reaction Paper

PR 4

NASP IV Element 4.2

2.F.5.g., 2.F.5.d., 2.F.5.f.

The ability to apply models of

Mock Sessions Typescripts

CKS 4 2.F.5.a.,h.,

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counseling to work with clients Taped Sessions NASP IV

Element 4.2 i., j.

5.C.3.b

5.G.3.f.

5.C.2.b.

Introduction to the appropriate applications of the intake interview, MSE, biopsychosocial history, mental health history and psychological assessment for treatment planning and case load management

Mock Sessions CKS 4

NASP IV Element 4.2

5.C.3.a.

5.C.3.b

An understanding of the legal and ethical issues involved with the practice of counseling

Mock Sessions Typescripts Taped Sessions Discussion

PR 4

NASP VIII Element 8.2

2.F.5.d.

Understand characteristics and behaviors that influence the helping process including age, gender, social and cultural diversity

Mock Sessions Typescripts Taped Sessions Discussion

HDD 4

NASP IV Element 4.2; NASP VII

2.F.5.d.

5.C.2. j.

The ability to use effective communication skills in consultation with variety of stakeholders

Discussion Mock Sessions Typescripts Taped Session

C 4

NASP IV Element 4.2

CESP 824 Counseling Techniques does not have a required assessment for KSDE/CAEP

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CESP 824 Counseling Techniques DOES have two required assessments for CACREP: The final typescript using the Counselor Competency Scale rubric posted below and the dispositional assessment rubric posted below. The minimum required score is 2: Developing Toward Competency for the CESP 824 Counseling Techniques course.

Required Texts/Readings Textbook

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2014). Intentional interviewing and counseling: Facilitating

client development in a multicultural society (8th ed.). Belmont, Calif.: Brooks/Cole. MindTap Counseling, 1 term (6 months) Instant Access for Ivey/Ivey/Zalaquett's Intentional

Interviewing and Counseling: Facilitating Client Development in a Multicultural Society , 9th Edition

Available from the Wichita State University bookstore and retailers

Other Readings

Additional readings are integral to your understanding of this course. These will be comprised of journal articles and handouts. These handouts and journal articles will be made available at throughout the semester on Blackboard.

Research Statement

CACREP 2.E. Current counseling research is infused into the course syllabus, assignments, and readings. Students are assigned readings and journal articles regarding the current research in this course. The instructor updates the materials from relevant research throughout the semester. All readings will be posted on Blackboard.

Counseling students are encouraged to attend local, state, regional and national professional organization meetings and conferences.

Class Protocol

In order to be successful in the course, be on time and prepared for each class. This is accomplished by: • Attending each class • Having all assigned readings completed • Completion of homework assignments • Participation in class discussions, activities, and experiential group. Students are responsible for all information disseminated in class (even if the student is absent).

Technology Expectations

The COE Technology Center is available to College of Education students, faculty, and staff. A wide variety of technology equipment is available for student projects and assignments (e.g., wireless laptops, classroom performance systems, and digital cameras). Tech Staff are available during open lab hours to reserve equipment and answer questions. For detailed information about

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equipment and services, and a current Tech Center calendar, visit the Tech Center website. Additionally, WSU OneStop is available for blackboard support. You are to contact one of these two places FIRST when experiencing problems with technology. All assignments are expected to be submitted through Blackboard. Diversity Expectations

“A university is a place where the universality of the human experience manifests itself.” --Albert Einstein In keeping with the spirit of Einstein’s viewpoint, this instructor is committed to providing an atmosphere of learning that is representative of a variety of perspectives. In this class, you will have the opportunity to express and experience cultural diversity as we focus on the various. In order to learn, we must be open to the views of people different than ourselves. Each and every voice in the classroom is important and brings with it a wealth of experiences, values and beliefs. In the time we share together over the semester, please honor the uniqueness of your fellow classmates, and appreciate the opportunity we have to learn from each other. Please respect your fellow students’ opinions and refrain from personal attacks or demeaning comments of any kind. Education Candidate Conduct Expectations

Education candidates participating in a field experience as a part of their degree program are expected to conduct themselves in accordance with the requirements and expectations of their degree program. Candidates should not engage in unprofessional conduct or unlawful behaviors in accordance to KSDE’s Kansas Educator Code of Conduct In view of these expectations, candidates participating in a field experience who are unable to meet these standards, as judged by university faculty and site supervisors, may receive a failing grade and/or face possible removal from the field experience.

Counseling Student Candidate Ethical and Dispositional Requirements

Counseling Students are expected to comply with the American Counseling Association (ACA) Code of Ethics.

Counseling Program Professional Dispositions Statement (Revised)

Introduction: Although academic performance is a crucial factor in evaluating candidate performance, there are other interpersonal and professional skills that are equally important in determining the professional readiness of a particular candidate to enter their chosen field. Therefore, in addition to academic performance, students in the CLES Department will also be evaluated on the following professional readiness indicators. Failure to adhere to any of these expected professional dispositions will result in a remediation plan and may in some cases result in

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dismissal from the student’s program of study.

Course instructors and the entire counseling faculty assess dispositions. A student may be assigned a grade of I (incomplete) or F (Fail) or Unsatisfactory by either or their course instructor or the counseling faculty based on the assessment of dispositions at any time during the student’s program.

Indicators of Professional Readiness:

Essential professional characteristics expected of all candidates matriculated in a degree program in the CLES Department are as follows (Counselor Competency Scale Part 3):

1. Ability to act according to the professional expectations of the classroom and school/agency placement sites especially with regard to: (Counselor Competencies Scale 2B, 2D, 2E and 2F) • Appropriate dress • Promptness and attendance for coursework and field site placements • Record Keeping and documentation, including timeliness • Adherence to policies and procedures • Respectful attitude and behavior;

2. Ability to work effectively and respectfully with administrators, staff, students/clients, and parents; (CCS, 2B, 2C, and 2D)

3. Ability to engage students/clients in a competent, ethical, and professional manner that respects and enhances their inherent dignity and worth; (CCS 2A, 2B, 2C)

4. Demonstrated adherence to the ethical guidelines related to ability to recognize and value client, peers, and supervisors diversity and culture in terms of race, ethnicity, gender, sexual orientation, disability, social class, etc.; (CCS, 2A and 2B)

5. Demonstrated ability to practice in a manner consistent with the ACA/NASP or other professional ethical guidelines; especially those related to ensuring the welfare of all students/clients and doing no harm to students/clients. (CCS 2A)

Indicators of Personal Readiness

(Counselor Competency Scale Part 2) 1. Adheres to the ethical guidelines of ACA, ASCA, NASP, NBCC 10(2A) 2. Ability to work respectfully, appropriately, and effectively with authority figures including

university professors and site supervisors; (2B) 3. Ability to emotionally self-regulate (2B, 2G) 4. Ability to hear and accept critical feedback and to integrate and make changes based on

communicated feedback; (2B, 2I, 2J, 2K) 5. Maintains appropriate and professional boundaries with supervisors, peers, clients/students

(2C) 6. Willingness and ability to self-explore and reflect on experiences in order to grow as a

professional; (2B) 7. Ability to demonstrate excellent listening skills; (2B) 8. Ability to effectively communicate with others; (2B)

Indicators of Clinical Readiness (Counselor Competency Scale Part 1):

A. Non-verbal skills B. Encouragers

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C. Questions D. Reflectinga (paraphrasing) E. Reflectingb (reflecting) F. Reflectingc (summarizing) G. Advanced Reflecting (meaning) H. Confrontation I. Goal Setting J. Focus of Counseling K. Facilitation of Therapeutic Environmenta (empathy and caring)

Facilitation of Therapeutic Environmentb (respect and compassion) The statement below is a reminder regarding personal values:

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

ACA/ASCA Membership

Students who are not members of either ACA or ASCA are strongly urged to join at this time. Being a member of your professional organization is an important step in journey towards your professional development and to participate in the organization that represents your professional interests is of vital importance. In addition, both organizations offer free professional liability insurance to their student members. Professional liability insurance is not a requirement for this course, but is a requirement for practicum and internship courses.

Grading Scale

WSU uses a +/- grading scale for final grades and to calculate grade point averages. In this class, grades are assigned according to the following chart. (Other classes might assign grades differently: Be sure to understand the different grading scales in all of your classes.)

Points/Percentage Letter Grade

Grade Points

Interpretation

A 4.00 A range denotes excellent performance

A- 3.70

B+ 3.30

B 3.00 B range denotes good performance

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B- 2.70

C+ 2.30

C 2.00 C range denotes satisfactory performance

C- 1.70

D+ 1.30

D 1.00 D range denotes unsatisfactory performance

D- 0.70

F 0.00

Assignments

• The details for this assignment are below: 1. For the first recording, the first 15 responses (verbatim) of a recorded counseling session

(estimated length 20-30 minutes) in which the student is the counselor will be submitted in typescript format. The format for typescripts is:

1. Client response 2. Counselor response 3. Type of response (open-ended question, reflection, paraphrase or so

forth) 4. Critique of Response 5. Alternative Response 6. And so forth for the first 15 responses. 7. At the end of the typescript, a self-evaluation of how you think you did

as the counselor in this first session 2. Second recording: The third recording along with your professional disposition

assessment is a required assessment for the counseling program. Students who do not pass the required assessment cannot move on to practicum. The third recording is a recorded counseling session (estimated 30 minutes). For the third recording 15 responses are submitted in typescript format. You choose the fifteen responses to be transcribed at any point in the recording and should highlight your best work as a counselor. The following format is required:

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1. Client response 2. Counselor response 3. Type of response (open-ended question, reflection, paraphrase or so

forth) 4. Critique of Response 5. Alternative Response 6. And so forth for the first 15 responses. 7. At the end of the typescript, a self-evaluation of how you think you did as

the counselor in this final session. and how you improved over the course of the semester.

• The submission of a 3-5 page paper describing your journey in becoming a professional counselor. Include your view of human nature, your ideas about how people change, how you have grown and changed as a person and as a counselor, and what skills and dispositions you need to continue to work on as you move into practicum.

• Mandatory Attendance and Participation. This course and the skills taught is at the heart of our helping professions. The learning primarily happens while class is in session. Therefore, attendance and active participation are required in this course. A lack of attendance (or coming to the class consistently late) or a lack of active participation will result in a failing grade. If there is an issue, talk to me.

Assignment Summary Point Value Due Date

Session and Typescript 1 100

Session and Typescript 2 100 (replaces grade on Typescript 1).

Reflection Paper 50 Week 15

Participation and Attendance 30 Ongoing throughout the semester.

Total 330

Licensure Assessment

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Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework. One or more of these required assessments occur in this course. The title/description of such assessments and associated rubrics and passing criteria follow

Required Assessments: Counseling Competencies Professional Dispositions Assessment and a score of developing or better on the Counseling Competencies Scale Revised.

Professional Dispositions Statement

Introduction: Although academic performance is a crucial factor in evaluating candidate performance, there are other interpersonal and professional skills that are equally important in determining the professional readiness of a particular candidate to enter their chosen field. Therefore, in addition to academic performance, students in the CLES Department will also be evaluated on the following professional readiness indicators. Failure to adhere to any of these expected professional dispositions will result in a remediation plan and may in some cases result in dismissal from the student’s program of study.

Course instructors and the entire counseling faculty assess dispositions. A student may be assigned a grade of I (incomplete) or F (Fail) or Unsatisfactory by either or their course instructor or the counseling faculty based on the assessment of dispositions at any time during the student’s program.

Indicators of Professional Readiness:

Essential professional characteristics expected of all candidates matriculated in a degree program in the CLES Department are as follows (Counselor Competency Scale Part 3):

6. Ability to act according to the professional expectations of the classroom and school/agency placement sites especially with regard to: (Counselor Competencies Scale 2B, 2D, 2E and 2F) • Appropriate dress • Promptness and attendance for coursework and field site placements • Record Keeping and documentation, including timeliness • Adherence to policies and procedures • Respectful attitude and behavior;

7. Ability to work effectively and respectfully with administrators, staff, students/clients, and parents; (CCS, 2B, 2C, and 2D)

8. Ability to engage students/clients in a competent, ethical, and professional manner that respects and enhances their inherent dignity and worth; (CCS 2A, 2B, 2C)

9. Demonstrated adherence to the ethical guidelines related to ability to recognize and value client, peers, and supervisors diversity and culture in terms of race, ethnicity, gender, sexual orientation, disability, social class, etc.; (CCS, 2A and 2B)

10. Demonstrated ability to practice in a manner consistent with the ACA/NASP or other professional ethical guidelines; especially those related to ensuring the welfare of all students/clients and doing no harm to students/clients. (CCS 2A)

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Indicators of Personal Readiness

(Counselor Competency Scale Part 2) 9. Adheres to the ethical guidelines of ACA, ASCA, NASP, NBCC 10(2A) 10. Ability to work respectfully, appropriately, and effectively with authority figures including

university professors and site supervisors; (2B) 11. Ability to emotionally self-regulate (2B, 2G) 12. Ability to hear and accept critical feedback and to integrate and make changes based on

communicated feedback; (2B, 2I, 2J, 2K) 13. Maintains appropriate and professional boundaries with supervisors, peers, clients/students

(2C) 14. Willingness and ability to self-explore and reflect on experiences in order to grow as a

professional; (2B) 15. Ability to demonstrate excellent listening skills; (2B) 16. Ability to effectively communicate with others; (2B)

Indicators of Clinical Readiness (Counselor Competency Scale Part 1):

A. Non-verbal skills B. Encouragers C. Questions D. Reflectinga (paraphrasing) E. Reflectingb (reflecting) F. Reflectingc (summarizing) G. Advanced Reflecting (meaning) H. Confrontation I. Goal Setting J. Focus of Counseling K. Facilitation of Therapeutic Environmenta (empathy and caring) L. Facilitation of Therapeutic Environmentb (respect and compassion)

The Counselor Competency Scale is provided below and on Blackboard ACA Code of Ethics Statement – Personal Values: A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature. Remediation

Students failing to achieve an acceptable performance on this required assessment will be provided with a limit of 2 remediation opportunity/opportunities. The university is not able to recommend individuals for licensure who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs. Therefore, students who do not achieve acceptable performance on this assessment after 2 remediation opportunity/opportunities will be subject to dismissal from the program.

Extra Credit

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There are no extra credit assignments in CESP 824 Counseling Techniques.

Late Assignments

Homework assignments (written and non-written) are to be completed prior to the assigned date. All papers are due at the beginning of the class period or by the date and time listed on the syllabus. Late papers presented within one week of the due date will have 10% deducted from the final score. After one week past the due date, 10% of the total will be deducted daily.

Missed Assignments and Exams

The instructor will grade any missed assignments and exams according to the late assignments guidelines above. Arrangements for missed assignments and exams for makeup will be at the instructor’s discretion and may include additional requirements, such as additional recordings or test questions. Important Academic Dates

For _____semester 20__, classes begin _____, _____ 20__, and end ____, ____, 20__. The last date to drop a class and receive a W (withdrawn) instead of F (failed) is ____, 20__. There are no classes on _____, 20__. The final exam period is _____, 20__.

Disabilities

If you have a physical, psychiatric/emotional, or learning disability that may impact on your ability to carry out assigned course work, I encourage you to contact the Office of Disability Services (DS).

The office is located in Grace Wilkie, room 203, (316) 978-3309 (voice/tty) (316-854-3032 videophone). DS will review your concerns and determine, with you, what academic accommodations are necessary and appropriate for you. All information and documentation of your disability is confidential and will not be released by DS without your written permission.

Counseling & Testing

The WSU Counseling & Testing Center provides professional counseling services to students, faculty and staff; administers tests and offers test preparation workshops; and presents programs on topics promoting personal and professional growth. Services are low cost and confidential. They are located in room 320 of Grace Wilkie Hall, and their phone number is (316) 978-3440. The Counseling & Testing Center is open on all days that the University is officially open. If you have a mental health emergency during the times that the Counseling & Testing Center is not open, please call COMCARE Crisis Services at (316) 660-7500.

Diversity and Inclusiveness

Wichita State University is committed to being an inclusive campus that reflects the evolving diversity of society. To further this goal, WSU does not discriminate in its programs and activities on the basis of race, religion, color, national origin, gender, age, sexual orientation, gender identity, gender expression, marital status, political affiliation, status as a veteran, genetic information or

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disability. The following person has been designated to handle inquiries regarding nondiscrimination policies: Executive Director, Office of Equal Opportunity, Wichita State University, 1845 Fairmount, Wichita KS 67260-0138; telephone (316) 978-3186.

Intellectual Property

Wichita State University students are subject to Board of Regents and University policies regarding intellectual property rights. Any questions regarding these rights and any disputes that arise under these policies will be resolved by the President of the University, or the President’s designee, and such decision will constitute the final decision.

Shocker Alert System

Get the emergency information you need instantly and effortlessly! With the Shocker Alert System, we will contact you by email the moment there is an emergency or weather alert that affects the campus. Sign up at the Shocker Alert Information Center.

Student Health Services

WSU’s Student Health clinic is located in 209 Ahlberg Hall. Hours are 8:00am to 7:00pm (8:00 am to 5:00 pm on Fridays), though the clinic may be closed occasionally on Wednesdays from noon to 1:30pm. The telephone number is (316) 978-3620. In addition to outpatient and preventive care (including immunizations, a prescription service, and testing/counseling for sexually transmitted infections), Student Health can handle minor injuries. All services are confidential. For more information visit Student Health Services.

Title IX

Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex in any educational institution that receives federal funding. Wichita State University does not tolerate sex discrimination of any kind including: sexual misconduct; sexual harassment; relationship/sexual violence and stalking. These incidents may interfere with or limit an individual’s ability to benefit from or participate in the University’s educational programs or activities. Students are asked to immediately report incidents to the University Police Department, (316) 978- 3450 or the Title IX Coordinator (316) 978-5177. Students may also report incidents to an instructor, faculty or staff member, who are required by law to notify the Title IX Coordinator. If a student wishes to keep the information confidential, the student may speak with staff members of the Counseling and Testing Center (316) 978-3440 or Student Health Services (316)978-3620. For more information, visit the WSU Title IX website.

The Heskett Center and Campus Recreation

Whether you are wanting to be active on campus, relieve the stress from classes or take care of your body, Wichita State Campus Recreation is the place for you. Campus Recreation, located inside the Heskett Center, contributes to the health, education, and development of Wichita State University students, faculty, staff, alumni, and community members by offering quality programs and services. With many programs and facilities which are free to all students and members, Campus Recreation offers its members limitless opportunities. For more information about our services see www.wichita.edu/heskett.

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Video and Audio Recording

Video and audio recording of lectures and review sessions without the consent of the instructor is prohibited. Unless explicit permission is obtained from the instructor, recordings of lectures may not be modified and must not be transferred or transmitted to any other person, whether or not that individual is enrolled in the course.

CARE Team

Wichita State University is committed to the safety and success of and cares about all members of the University community. If you or someone you know needs support, is distressed, or exhibits concerning behavior that is interfering with their own or others’ academic or personal success or the safety of members of our community, resources and assistance are available. As your Faculty, I may seek support for you. If you or another member of our campus community is in need of help, please submit a concern or call any CARE team member listed on that webpage. In case of emergency, please call the University Police Department at (316) 978-3450 or 911.

Concealed Carry Policy

The Kansas Legislature has legalized concealed carry on public university campuses. Guns must be out of view, concealed either on the body of the carrier, or backpack, purse or bag that remains under the immediate control of the carrier. Gun owners must familiarize themselves with WSU’s Concealed Carry Policy and the Kansas Board of Regent’s policy. If you believe that there has been a violation of this policy, please contact the University Police Department at 316 978-3450

Under the Concealed Carry Policy, a backpack or other bag used to carry a handgun must be within the immediate control of the individual. This course requires students to leave belongings such as backpacks or other bags out of reach and unattended for the duration of class time. Students who choose to carry a concealed handgun in a backpack or other bag must plan each day accordingly, and are responsible for making alternate arrangements as necessary. Wichita State does not provide publicly available secure storage for concealed handguns. If you believe that there has been a violation of this policy, please contact the University Police Department at 316 978-3450.

Names and Pronouns

Everyone has the right to be addressed as and referred to by the name and pronouns (including non-binary pronouns) that they choose and that correspond to their gender identity. Class rosters have a student’s legal name and do not include pronouns, therefore, all students will be asked in class to indicate the names and pronouns they use for themselves. A student’s chosen name and pronouns are to be respected at all times in the classroom.

Tentative Schedule for __ week class –

Week Date Topics, Readings, Assignments, Deadlines

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1 Introduction, Syllabus Review, Introductions

Personal growth expectations: CACREP 2.F.5. d., f., g.

2 Ethics, Multicultural Competence: CACREP 2.F.5.d and 5.C.2.j.

3 Attending Behavior and Empathy: CACREP 2.F.5.d.g.,h. 5.G.3.f.

4 Observation Skills

5 Questions

6 Encouraging, Paraphrasing, and Summary

7 Reflecting Feelings

8 Using the Listening Sequence

9 Focusing the Counseling Session: Introduction to the intake interview, the MSE, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management. CACREP 2.F.5.l., 2.F.5.m, 5.C.3.a.

5.G.2.g.,i.

10 Confrontation

11 Reflection of Meaning

12 Self-Disclosure and Feedback

13 Actions for Change

14 Skill Integration: treatment and prevention

5.C.3.b.

15 Theories and Skills and Determining Your Personal Style: CACREP 2.G.3.a., b., f., h., i.,j.

CACREP 5.G.3.f.

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16 Finals Week

Updated for accessibility on October 11, 2017 from content that was updated on August 13th, 2017

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Counselor Competencies Scale—Revised (CCS-R) © (Lambie, Mullen, Swank, & Blount, 2015)

The Counselor Competencies Scale—Revised (CCS-R) assesses counselors’ and trainees’ skills development and professional competencies. Additionally, the CCS-R provides counselors and trainees with direct feedback regarding their demonstrated ability to apply counseling skills and facilitate therapeutic conditions, and their counseling dispositions (dominant qualities) and behaviors, offering the counselors and trainees practical areas for improvement to support their development as effective and ethical professional counselors.

Scales Evaluation Guidelines

Highly Effective (4) = the counselor or trainee demonstrates strong (i.e., exceeding the expectations of a beginning professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Effective (3) = the counselor or trainee demonstrates consistent and proficient knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s). A beginning professional counselor should be at the “Demonstrates Competencies” level at the conclusion of his or her practicum and/or internship.

Developing towards Competencies (2) = the counselor or trainee demonstrates inconsistent and limited knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Ineffective (1) = the counselor or trainee demonstrates limited or no evidence of the knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Not Applicable or Harmful (0) = the counselor or trainee demonstrates harmful use of knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Directions: Evaluate the counselor’s or trainee’s counseling skills, ability to facilitate therapeutic conditions, and professional dispositions & behaviors per rubric evaluation descriptions and record rating in the “score” column on the left.

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CACREP (2016) Standards relating to the Counselor Competencies Scale—Revised (CCS-R)

CACREP (2016) Common Core Standards: Strategies for personal and professional self-evaluation and implications for practice (Section II, Standard 1.k.).

Self-care strategies appropriate to the counselor role (Section II, Standard 1.l.).

Multicultural counseling competencies (Section II, Standard 2.c.).

A general framework for understanding differing abilities and strategies for differentiated interventions (CACREP, 2016, Section II, Standard 3.h.).

Ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships (Section II, Standard 5.d.).

Counselor characteristics and behaviors that influence the counseling processes (Section II, Standard 5.f.).

Essential interviewing, counseling, and case conceptualization skills (Section II, Standard 5.g.).

Developmentally relevant counseling treatment or intervention plans (Section II, Standard 5.h.).

Processes for aiding students in developing a personal model of counseling (Section II, Standard 5.n.).

The counselor education program faculty has a systematic process in place for the use of individual student assessment data in relation to retention, remediation, and dismissal (Section 4, Standard H.).

Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community (Section III, Professional Practice).

Entry-Level Professional Practice and Practicum (Section III, Professional Practice, p. 13). A. Students are covered by individual professional counseling liability insurance policies while enrolled in practicum and internship. B. Supervision of practicum students includes program-appropriate audio/video recordings and/or live supervision of students’ interactions with clients. C. Formative and summative evaluations of the student’s counseling performance and ability to integrate and apply knowledge are conducted as part of the student’s practicum. F. Students must complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of 10 weeks. G. Practicum students must complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills. H. Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/ortriadic supervision throughout the practicum by (1) a counselor education program faculty member, (2) a student supervisor who is under the supervision of a

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counselor education program faculty member, or (3) a site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement. I. Practicum students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

CACREP (2016) Specialty Standards: • Clinical Mental Health Counseling

o Techniques and interventions for prevention and treatment of a broad range of mental health issues (3. Practice, Standard b.). • Marriage, Couple, and Family Counseling

o Techniques and interventions of marriage, couple, and family counseling (3. Practice, Standard c.). • School Counseling

o Techniques of personal/social counseling in school settings (3. Practice, Standard f.).

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Part I: Counseling Skills & Therapeutic Conditions

# Sc

ore Primary

Counseling Skill(s)

Specific Counseling Skills and Therapeutic

Conditions Descriptors

Highly Effective

(4)

Effective

(3)

Developing towards

Competencies

(2)

Ineffective (1) NA or Harmful

1. A

Nonverbal Skills

Includes Body Position, Eye Contact, Posture, Distance from Client,

Voice Tone, Rate of

Demonstrates effective nonverbal communication skills, conveying connectedness & empathy (85%).

Demonstrates effective nonverbal communication skills for the majority of counseling sessions (70%).

Demonstrates inconsistency in his or her nonverbal communication skills.

Demonstrates limited nonverbal communication skills.

Demonstrates poor nonverbal communication skills, such as ignores client

&/or gives

Speech, Use of silence,

judgmental looks.

etc. (attuned to the emotional

state and cultural norms of

the clients)

1. B

Encouragers

Includes Minimal Encouragers & Door Openers such as “Tell me

more about...”, “Hmm”

Demonstrates appropriate use of encouragers, which supports development of a therapeutic relationship (85%).

Demonstrates appropriate use of encouragers for the majority of counseling sessions, which supports

development of a therapeutic

Demonstrates inconsistency in his or her use of appropriate encouragers.

Demonstrates limited ability to use appropriate encouragers.

Demonstrates poor ability to use appropriate encouragers, such as

using skills in a

relationship (70%). judgmental manner.

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1. C

Questions Use of Appropriate Open & Closed Questioning (e.g., avoidance of double questions)

Demonstrates appropriate use of open & close-ended questions, with an emphasis on open-ended question (85%).

Demonstrates appropriate use of open & close-ended questions for the majority of counseling sessions (70%).

Demonstrates inconsistency in using open-ended questions & may use closed questions

for prolonged periods.

Demonstrates limited ability to use open-ended questions with restricted effectiveness.

Demonstrates poor ability to use open- ended questions, such as questions tend to

confuse clients or

restrict the counseling

process.

1. D

Reflecting a

Paraphrasing

Basic Reflection of Content – Paraphrasing (With couples and families, paraphrasing the different clients’ multiple perspectives)

Demonstrates appropriate use of paraphrasing as a primary therapeutic approach (85%).

Demonstrates appropriate use of paraphrasing (majority of counseling sessions; 70%).

Demonstrates paraphrasing inconsistently & inaccurately or mechanical or parroted responses.

Demonstrates limited proficiency in paraphrasing or is often inaccurate.

Demonstrates poor ability to paraphrase, such as being judgmental &/or dismissive.

1. E

Reflecting b Reflection of Feelings

Reflection of Feelings (With couples and families, reflection of each clients’ feelings)

Demonstrates appropriate use of reflection of feelings as a primary approach (85%).

Demonstrates appropriate use of reflection of feelings (majority of counseling sessions; 70%).

Demonstrates reflection of feelings inconsistently & is not matching the client.

Demonstrates limited proficiency in reflecting feelings &/or is often inaccurate.

Demonstrates poor ability to reflective feelings, such as being judgmental &/or dismissive.

1. F

Reflecting c

Summarizing

Summarizing content, feelings, behaviors, & future plans

(With couples and families, summarizing relational

Demonstrates consistent ability to use summarization to include content, feelings, behaviors, and future plans (85%).

Demonstrates ability to appropriately use summarization to include content, feelings, behaviors, and future plans (majority of counseling sessions; 70%).

Demonstrates inconsistent & inaccurate ability to use summarization.

Demonstrates limited ability to use summarization (e.g., summary suggests counselor did not

understand clients or is

Demonstrates poor ability to summarize, such as being judgmental &/or dismissive.

patterns of interaction) overly focused on content

rather than process).

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# Score

Primary Counseling Skill(s)

Specific Counseling Skills and Therapeutic

Conditions Descriptors

Highly Effective

(4)

Effective

(3)

Developing towards

Competencies

(2)

Ineffective (1)

NA/

Harmful (0)

1. G

Advanced Reflection (Meaning)

Advanced Reflection of Meaning, including Values and Core Beliefs

(taking counseling to a deeper level)

Demonstrates consistent use of advanced reflection & promotes discussions of greater depth during counseling sessions (85%).

Demonstrates ability to appropriately use advanced reflection, supporting increased exploration in

session (majority of counseling sessions; 70%).

Demonstrates inconsistent & inaccurate ability to use advanced reflection.

Counseling sessions appear superficial.

Demonstrates limited ability to use advanced reflection &/or switches topics in counseling often.

Demonstrates poor ability to use advance reflection, such as being judgmental &/or dismissive.

1. H

Confrontation

Counselor challenges clients to recognize & evaluate inconsistencies

Demonstrates the ability to challenge clients through verbalizing inconsistencies &

discrepancies in the clients’

Demonstrates the ability to challenge clients through verbalizing inconsistencies &

discrepancies in the clients’

Demonstrates inconsistent ability to challenge clients through verbalizing

inconsistencies &

Demonstrates limited ability to challenge clients through

verbalizing discrepancies

Demonstrates poor ability to use confrontation, such as

degrading client,

words &/or actions in a words &/or actions in a discrepancies in clients’

in the client’s words &/or

harsh, judgmental,

supportive fashion. Balance of

supportive fashion (can words &/or actions in a actions in a supportive &

&/or aggressive.

challenge & support (85%). confront, but hesitant) or was

supportive fashion. Used

caring fashion, &/or skill

not needed; therefore, minimally/missed is lacking.

appropriately not used opportunity.

(majority of counseling

sessions; 70%).

1. Goal Setting Counselor collaborates with

Demonstrates consistent ability to establish

Demonstrates ability to establish collaborative &

Demonstrates inconsistent ability to

Demonstrates limited ability to establish

Demonstrates poor ability to develop

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I clients to establish collaborative & appropriate

therapeutic goals with clients (85%).

appropriate therapeutic goals with client (majority of counseling sessions; 70%).

establish collaborative & appropriate therapeutic goals with clients.

collaborative, appropriate therapeutic goals with clients.

collaborative therapeutic goals, such as identifying unattainable goals, and agreeing with goals that may be harmful to the clients.

realistic, appropriate, &

attainable therapeutic

goals

(With couples and families,

goal setting supports clients in

establishing common

therapeutic goals)

1. J

Focus of Counseling

Counselor focuses (or refocuses) clients on their therapeutic goals (i.e.,

purposeful counseling)

Demonstrates consistent ability to focus &/or refocus counseling on clients’ goal attainment (85%).

Demonstrates ability to focus &/or refocus counseling on clients’ goal attainment (majority of counseling

sessions; 70%).

Demonstrates inconsistent ability to focus &/or refocus counseling on clients’ therapeutic goal

attainment.

Demonstrates limited ability to focus &/or refocus counseling on clients’ therapeutic goal

attainment.

Demonstrates poor ability to maintain focus in counseling, such as counseling

moves focus away

from clients’ goals

1. K

Facilitate Therapeutic Environmenta:

Empathy &

Expresses accurate empathy & care; Counselor is “present”

and open to clients

Demonstrates consistent ability to be empathic & uses appropriate responses (85%).

Demonstrates ability to be empathic & uses appropriate responses (majority of counseling sessions; 70%).

Demonstrates inconsistent ability to be empathic &/or use appropriate responses.

Demonstrates limited ability to be empathic &/or uses appropriate responses.

Demonstrates poor ability to be empathic & caring, such as

creating an unsafe space for clients.

Caring (includes immediacy and

concreteness)

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1. L

Facilitate Therapeutic Environmentb:

Respect &

Counselor expresses appropriate respect & compassion for clients

Demonstrates consistent ability to be respectful, accepting, & compassionate with clients (85%).

Demonstrates ability to be respectful, accepting, & compassionate with clients (majority of counseling

sessions; 70%).

Demonstrates inconsistent ability to be respectful, accepting, & compassionate with

clients.

Demonstrates limited ability to be respectful, accepting, &/or compassionate with

clients.

Demonstrates poor ability to be respectful & compassionate with

clients, such as

Compassion having conditional

respect.

: Total Score

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Part 2: Counseling Dispositions & Behaviors

# Sc

ore Primary

Counseling Dispositions

&

Behaviors

Specific Counseling Disposition &

Behavior Descriptors

Highly Effective

(4)

Effective

(3)

Developing (2) Ineffective

(1)

NA/Harmful (0)

2. A

Professional

Ethics

Adheres to the ethical

guidelines of the ACA,

Demonstrates consistent & advanced (i.e., exploration & deliberation) ethical behavior & judgments.

Demonstrates consistent ethical behavior & judgments.

Demonstrates ethical behavior & judgments, but on a concrete level with a basic ethical decision- making process.

Demonstrates limited ethical behavior & judgment, and a limited ethical decision-making process.

Demonstrates poor ethical behavior & judgment, such as violating the ethical codes &/or makes poor decisions

ASCA, IAMFC, APA, &

NBCC; including

practices within

competencies

2. B

Professional

Behavior

Behaves in a professional

manner towards

Demonstrates consistent & advanced respectfulness and thoughtfulness, & appropriate within all professional interactions.

Demonstrates consistent respectfulness and thoughtfulness, & appropriate within all professional interactions.

Demonstrates inconsistent respectfulness and thoughtfulness, & appropriate within professional interactions.

Demonstrates limited respectfulness and thoughtfulness & acts inappropriate within some professional interactions.

Demonstrates poor professional behavior, such as repeatedly being disrespectful of others &/or impedes the professional atmosphere of the counseling setting / course.

supervisors, peers, &

clients (e.g., emotional

regulation); Is respectful

and appreciative to

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the

culture of colleagues and

is able to effectively

collaborate with others

2. C

Professional & Personal Boundaries

Maintains appropriate boundaries with supervisors, peers, &

clients

Demonstrates consistent & strong appropriate boundaries with supervisors, peers, & clients.

Demonstrates consistent appropriate boundaries with supervisors, peers, & clients.

Demonstrates appropriate boundaries inconsistently with supervisors, peers, & clients.

Demonstrates inappropriate boundaries with supervisors, peers, & clients.

Demonstrates poor boundaries with supervisors, peers, & clients; such as

engaging in dual

relationships.

2. D

Knowledge &

Adherence to

Demonstrates an

understanding &

Demonstrates consistent adherence to all counseling site and course policies & procedures, including strong attendance and engagement.

Demonstrates adherence to most counseling site and course policies & procedures, including strong attendance and engagement.

Demonstrates inconsistent adherence to counseling site and course policies & procedures, including attendance and engagement.

Demonstrates limited adherence to counseling site and course policies & procedures, including attendance and engagement.

Demonstrates poor adherence to counseling site and course policies, such as failing to adhere to policies after discussing with supervisor / instructor.

Site and appreciation for all

Course Policies

counseling site and

course policies &

procedures

2. E Record

Keeping &

Completes all weekly record keeping & tasks

Completes all required record keeping, documentation, and assigned tasks in a through, timely, &

Completes all required record keeping, documentation, and tasks in a competent & timely

Completes all required record keeping, documentation, and tasks, but in an inconsistent &

Completes required record keeping, documentation, and tasks inconsistently &

Failure to complete paperwork &/or tasks by specified deadline.

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Task correctly & promptly comprehensive fashion. fashion. questionable fashion. in a poor fashion.

Completion (e.g., case notes,

psychosocial reports,

treatment plans,

supervisory report)

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# Score

Primary Counseling

Dispositions &

Behaviors

Specific Counseling Disposition &

Behavior Descriptors

Highly Effective (4) Effective (3) Developing

(2) Ineffective

(1)

NA/ Harmful (0)

2. F

Multicultural Competence in Counseling Relationship

Demonstrates respect for culture (e.g., race, ethnicity, gender, spirituality, religion, sexual orientation, disability, social class,

etc.) and awareness of

Demonstrates consistent & advanced multicultural competencies (knowledge, self- awareness, appreciation, & skills) in interactions with clients.

Demonstrates multicultural competencies (knowledge, self-awareness, appreciation, & skills) in interactions with clients.

Demonstrates inconsistent multicultural competencies (knowledge, self- awareness, appreciation, & skills) in interactions with clients.

Demonstrates limited multicultural competencies (knowledge, self- awareness, appreciation, & skills) in interactions with clients.

Demonstrates poor multicultural competencies, such as being disrespectful, dismissive, and defensive regarding

the significance of culture in the

and responsiveness to

ways in which culture

counseling

relationship.

interacts with the

counseling relationship

2. G

Emotional

Stability &

Demonstrates self-

awareness and emotional

Demonstrates consistent emotional stability & appropriateness in interpersonal interactions with clients.

Demonstrates emotional stability & appropriateness in interpersonal interactions with clients.

Demonstrates inconsistent emotional stability & appropriateness in interpersonal interactions with clients.

Demonstrates limited emotional stability & appropriateness in interpersonal interactions with clients.

Demonstrates poor emotional stability & appropriateness in interpersonal interactions with client, such as having high levels of emotional reactants

with clients.

Self-control stability (i.e., congruence

between mood & affect)

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& self-control (i.e.,

impulse control) in

relationships with clients

2. H

Motivated to Learn & Grow

/ Initiative

Demonstrates engagement in learning & development of his or her counseling competencies

Demonstrates consistent and strong engagement in promoting his or her professional and personal growth & development.

Demonstrates consistent engagement in promoting his or her professional and personal growth & development.

Demonstrates inconsistent engagement in promoting his or her professional and personal growth & development.

Demonstrates limited engagement in promoting his or her professional and personal growth & development.

Demonstrates poor engagement in promoting his or her professional and personal growth & development, such as expressing lack of

appreciation for

profession &/or

apathy to learning.

2. I Openness

to Feedback

Responds non-defensively & alters behavior in accordance with

supervisory &/or

Demonstrates consistent and strong openness to supervisory &/or instructor feedback & implements suggested changes.

Demonstrates consistent openness to supervisory &/or instructor feedback &

implements suggested changes.

Demonstrates openness to supervisory &/or instructor feedback; however, does

not implement suggested changes.

Demonstrates a lack of openness to supervisory &/or instructor feedback

& does not implement suggested changes.

Demonstrates no openness to supervisory &/or

instructor feedback & is defensive &/or

instructor feedback dismissive when

given feedback.

2. J

Flexibility & Adaptability

Demonstrates ability to adapt to changing circumstance, unexpected

events, & new situations

Demonstrates consistent and strong ability to adapt & “reads- &-flexes” appropriately.

Demonstrates consistent ability to adapt & “reads-&- flexes” appropriately.

Demonstrated an inconsistent ability to adapt & flex to his or her clients’ diverse changing

needs.

Demonstrates a limited ability to adapt & flex to his or her clients’ diverse changing needs.

Demonstrates a poor ability to adapt to his or her clients’ diverse changing needs, such

as being rigid in work

with clients.

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2. K Congruence

& Genuineness

Demonstrates ability to be present and “be true to oneself”

Demonstrates consistent and strong ability to be genuine & accepting of self & others.

Demonstrates consistent ability to be genuine & accepting of self & others.

Demonstrates inconsistent ability to be genuine & accepting of self & others.

Demonstrates a limited ability to be genuine & accepting of self & others

(incongruent).

Demonstrates a poor ability to be genuine & accepting of self &

others, such as being

disingenuous.

: Total Score

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Narrative Feedback from Supervising Instructor / Clinical Supervisor

Please note the counselor’s or trainee’s areas of strength, which you have observed:

Please note the counselor’s or trainee’s areas that warrant improvement, which you have observed:

Please comment on the counselor’s or trainee’s general performance during his or her clinical experience to this point:

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Counselor’s or Trainee’s Name (print) Date

Supervisor’s Name (print) Date

Date CCS-R was reviewed with Counselor or Trainee

Counselor’s or Trainee’s Signature Date

Supervisor’s Signature Date

* Note. If the supervising instructor / clinical supervisor is concerned about the counselor’s or trainee’s progress in demonstrating the appropriate counseling competencies, he or she should have another appropriately trained supervisor observe the counselor’s or trainee’s work with clients to provide additional feedback to the counselor or trainee.