FacultyofEducation

GraduateStudiesProgram

04:704COUNSELLINGINTERVENTIONS(3)

Regular/2019-20/Term2

HealthStudiesBuilding(HSB),Rm.043HealthStudiesBuilding(HSB),CounsellingRooms

January11-12,January25-26,February8-9,

February22-23(alternateweekend)

Instructor:ChrisBrown,B.A.,B.Ed.,M.Ed.(Spec.Ed.),M.Ed.(Couns.),Ph.D.,C.C.C.Office#:223-2EBPhone#:1(204)727-9614Email:bubrownc@gmail.com Course Description: Studentswillacquireknowledgeandskillsinempiricallysupportedtherapies(e.g.,cognitivebehaviouraltherapy,dialecticalbehaviouraltherapy,acceptanceandcommitmenttherapy,mindfulness-basedstressreduction)usedinthehelpingprofession.Particularattentionwillbeplacedontheimpactandtreatmentoftrauma-informedapproachestofosterresilience.Bestevidence-basedcounsellingpracticesinthetreatmentofsubstancerelateddisorders,mooddisorders,eatingdisorders,deliberateself-injury,suicidality,anxietydisorders,andpsychoticdisorderswillbeexplored.Inlearningaboutthetreatmentandcareforthosewithmentalhealthconcerns,studentswillalsoacquireskillstopromotementalhealthliteracyandpositiveyouthwellness.

Prerequisite:04:708,04:709and04:768orpermissionofInstructor.

Schoology Access Code: R8RT-P62J-XR9MS

CourseObjectives:Thiscourseisanintroductiontotheroleoftheguidancecounsellorasatherapist.Formanyofyou,itwillalsobeanimportanttransitionpointinyourjourneytowardspersonalandprofessionalcongruency.Ideallyyouwillgainthetools,theunderstanding,andthemotivationtodevelopandintegratehelpfulbehaviours,toaphilosophicalapproachthatisauthentic,ethicalandcompassionate.Youwilllearnanumberofcounsellingtheories,strategiesandtechniquesthatwillsupportyouasyoudevelopthecommunicationskillstoeffectivelysupportpositivestudentchange.Clearly,thiscourseisdemandingofyourtime,yourenergyandyourcommitment,particularlyinthiscondensedformat.Therefore,itisessentialthatyoutakeresponsibilityforyourownlearning,becomefullyinvolvedinclasslife,andarrangesufficienttimetoallowthistohappen.Oneofthechallengesofhavingthisclassrunonthreeweekendsisthateachweekendbecomesacriticallearningweekend.Ifyouaren’tabletoattendallweekends,youwillneedtowithdrawfromthecourseandtakeitagaininthefollowingyearorwhenyouareabletocommittotheweekends.ThereasonforthisisthatallofthecounsellinginterventionstrategiesthatweuseduringtheweekendaremarkedasPassorFail.Ifyouaren’ttheretobeevaluatedina“live”setting,youcannotbedeterminedtohavecompetencyintheinterventionapproachbeingused.GeneralLearningOutcomes:Bytheendofthecourse,studentswillbeableto:• Demonstrateappropriateverbalandnon-verbalcommunicationskills

• Explaintheroleofthecounsellorandtheethicsofcounselling

• ExplaintheroleoftheschoolcounsellorintheprovinceofManitoba

• Explaintheimportanceofthirdwavecognitivebehaviouraltherapy,including

AcceptanceandCommitmentTherapy(ACT)• Role-playatherapeuticcounsellingrelationshipandprovidesupportive

interventions• Communicateeffectivecaseconceptualizationprocesses

• Role-playcounsellingscenariosusingcomplexcognitivebehaviouralframework

• Explaintheimportanceofteacherwellnessandpositivementalhealth.

• Developawhole-schoolapproachtocounsellinginterventionsthatincludes

individual/groupcounsellingandpreventionprogramming.CourseFormat:Classeswillinvolveavarietyofactivitiesincludingmini-lectures,discussion,role-plays,andexperientialexercises.Youwillhaveopportunitiestobebothclientandcounsellorandyouareencouragedtouseyourpersonallifeexperiencesinordertobestappreciatetheexperienceofbeingaclient.However,youareneverrequiredtosharemoreaboutyourselfthanyouarecomfortablewithsharing.

RequiredTexts:

RecommendedTexts&References:

Course Work Competethefollowingtwoonlineworkshopsinadvanceofthecourse:

• CompletetheLearnMentalHealthLiteracycourseviathefollowinglink:https://pdce.educ.ubc.ca/teach-mental-health/

• CompleteMakingSenseofTrauma:PracticalToolsforRespondingtoChildrenandYouth.Thecourseisavailableviathefollowinglink:https://makingsenseoftrauma.com/course/making-sense-of-trauma/

Readthefollowingbooks(availableforpurchasethroughAmazon,etc.)• ACTMadeSimple(2nded.)• ChoiceTheory:Anewpsychologyofpersonalfreedom

Reviewthefollowingpreviouscoursematerial• LearningtheArtofHelping:buildingblocksandtechniques(from04.708)• CodeofEthics:Canadiancounsellingandpsychotherapyassociationdocument

(SeeSchoologyCourseReadings)• ManitobasourcebookforSchoolandGuidanceCounsellingServices:A

comprehensiveanddevelopmentalapproach(SeeSchoologyCourseReadings)

Readthefollowingarticles(availableinSchoologyunder04704Reading)

RTIandPrevention• IntegratingRTIWithSchoolCounselingPrograms:BeingaProactive

ProfessionalSchoolCounselor• RTIActionNetworkResponsetoProfessionalSchoolCounselor’sRole

MotivationalInterviewing

• MIDefinitionPrinciples&Approach.pdfSolutionFocusedBriefTherapy

• SolutionFocusedCounselinginSchools• UsingtheSolutionFocusedApproachinSchool• ORSandSRSRatingScales

MentalHealth

• MentalHealthRiskandProtectiveFactors• MentalHealthPromotioninSchools

Third-wave/mindfulness

• MindfulnessinSchoolsResearchProject:ExploringStudents’PerspectivesofMindfulness

• Mindfulness-basedapproaches:Aretheyallthesame?• IntegratingMindfulnessTrainingintoK-12Education:FosteringtheResilience

ofTeachersandStudents

• MindfullyTeachingintheClassroom:AliteratureReview

AcceptanceandCommitmentTherapy(ACT)• AReviewofAcceptanceandCommitmentTherapy(ACT)EmpiricalEvidence• AcceptanceandCommitmentTherapyandtheNewBehaviorTherapies• CleanandDirtyPain

DialecticalBehaviorTherapy(ForReview….Youonlyneedtoscanthesetwo)

• DBTLineham• DBTSkillsAdolescents-Rathus&Miller

CourseAssignments(APAversion6.0required)

Course Evaluation Summary Weekend 1 15%

• Role-playSelf-evaluation(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend1(10%)• LearnMentalHealthLiteracy(P/F)• MakingSenseofOnlineTrauma(P/F)• CounsellingInterventionSkillAssessment(P/F)

Weekend 2 30%

• Role-playSelf-evaluation2(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend2(10%)• Quiz1(15%)• CounsellingInterventionSkillAssessment2(P/F)

Weekend 3 30% • Role-playSelf-evaluation3(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend3(10%)• Quiz2(15%)• CounsellingInterventionSkillAssessment3(P/F)

Final Assignment (APA version 7.0 required) 25%

• In12-15pagesandusingcurrentevidence-basedpractices,usethebestavailableliteraturetoprovideastrongtheoreticalfoundationforyourorientationandthencreateaschoolcounsellingphilosophyandplanforprovidingeffectivecounsellinginterventions.Considertheneedtoprovideindividual/groupcounsellingandpreventionprogrammingandusetheRTImodeltoprovidestructure.

Assignments

Assignments Value Making Sense of Trauma Online Course P/F (Certificate)

Learn Mental Health Literacy P/F (Certificate) Role Play Self-evaluation (3X) 15% Quizzes (2X) 30% Course Takeaways (3X) 30% Final Assignment 25%

Assignment Dates and explanations are found in Schoology.

In-Class Activities Because the Faculty of Education is a professional school, attendance in class is a requirement for all students. We will be working on therapeutic interventions during every class. It is not possible to gain an understanding for this work if you are not present. Because of the significant value connected to in-class activities, you are required to attend all classes. Counselling Intervention Skills (P/F) Participants in the course are required to meet the minimum competency for a student who has learned how to effectively provide basic counselling skills and basic counselling intervention skills. (Please see the attached rubric.) Students are required to be proficient in all of the skills in the rubric. These skills are evaluated during each weekend counselling activity. Students who do not meet this minimum competency (Pass) for each skill by the end of the course will receive an F grade in the course. Learn Mental Health Literacy (P/F) Certificate Students will complete Mental Health Literacy for the Classroom course in advance of week two via the following link:https://pdce.educ.ubc.ca/teach-mental-health/ Making Sense of Trauma Online Course (P/F) Certificate Students will complete the Making Sense of Trauma: Practical Skills for Responding to Children and Youth Webinar developed by New Directions through Manitoba government support. Students will need to complete this in advance of the first weekend as we will be conducting a brief workshop on Trauma informed care. Link: https://makingsenseoftrauma.com/course/making-sense-of-trauma/ Quizzes (30 %) There will be two quizzes during the course based on readings, course content, and class discussions. The Quizzes will be conducted through Schoology. The course notes for each section of the course are available on Schoology.

Final Assignment (25%) In 12-15 pages and using current evidence-based practices, use the best available literature to provide a strong theoretical foundation for your orientation and then create a school counselling philosophy and plan for providing effective counselling interventions. Consider the need to provide individual/group counselling and prevention programming and use the RTI model to provide structure. Grading Criteria:

Verbal Label Verbal Description Percentage

Letter Grade

Distinction

Outstandingwork;Comprehensiveanddetailedunderstanding;Insightfulanalysisanduseofcreativeapproachestoexploringandapplyingtheconcepts;Evidenceofconsiderablethoughtandeffort.Wellwrittenwithnospellingorgrammaticalerrors.

96-100

A+

90-95

A

85-89 A-

Superior

Verygoodwork;Demonstratingfullunderstandingofconcepts; Insightandcreativityapparentintheanalysis;Evidenceofthoughtandeffort.Wellwrittenwithaminimalnumberofspellingorgrammaticalerrors.

80-84

B+

75-79

B

70-74 B-

Average

Satisfactorycompletionofassignmentsshowingbasicunderstandingandcompetence;Someevidenceofthoughtandeffort,howevernotgraduatelevelwork.Reasonablywritten.Somespellingorgrammaticalerrors.

70-74

C+

60-69

C

55-59

C-

Marginal

Marginal;Inadequateunderstandingorabilitytoapplytheconcepts;Minimaleffort.Poorlywrittenwithmanyspellingandgrammaticalerrors.

50-54 D

Failure

Nounderstanding,effortorabilityevident;ordidnotcompleteassignmentsasoutlined.Extremelypoorlywritten.

0-49 F

Note:TheminimumgraderequirementsforFacultyofEducationgraduatecoursesisinthehighsuperiortodistinguishedrange.Therefore,yourfinalmarkmustbeaBorgreatertosuccessfullycounttowardsyourdegree.

Academic dishonesty will cancel out all the calculations above and result in a final grade of F-AD (Fail-Academic Dishonesty and Misconduct)(Refer to the Graduate Calendar, section 3.9.) Instructor / Course Evaluation:Theanonymouscourseevaluationswillbecompletedonline.Allstudentsareencouragedtocompletetheevaluation.TheGraduateStudiesOfficewillcommunicatedatesoftheevaluation. Attendance at Lectures and Practical Work: (Refer to the Graduate Calendar, section 3.7.1.)

1. Allstudentsareexpectedtoberegularintheirattendanceatlecturesandlabs.Whileattendancepersewillnotbeconsideredassessingthefinalgrade,itshouldbenotedthatincoursesparticipationinclassactivitiesmayberequired.

2. Forlimitedenrolmentcourses,studentswhoareregisteredbutdonotattendthefirstthreeclassesornotifytheinstructorthattheyintendtoattendmayhavetheirregistrationcancelledinfavourofsomeoneelsewishingtoregisterforthecourse.

3. Studentswhoareunabletoattendascheduledinstructionperiodbecauseofillness,disability,ordomesticafflictionshouldinformtheinstructorconcernedassoonaspossible.

Support and AccommodationsBrandonUniversityvaluesdiversityandinclusion,recognizingdisabilityasanaspectofdiversity.Oursharedgoalistocreatelearningenvironmentsthatareaccessible,equitable,safe,andinclusiveforallstudents.

Counselling Support

CounsellingservicesareavailableforallBrandonUniversitystudents.PleasecontactthecounsellorsintheStudentServicesDepartmentat204-727-9737orvisitRoom102A.E.McKenzieBuildingduringregularbusinesshourstomakeanappointment.BrandonUniversitystudentsalsohaveoff-campusaccesstocounsellingservicesthroughtheirHealthCareplan.ToaccessthisservicecontactBUSUat(204)727-7314orbyemailatom@busu.ca.Additionally,teachersworkinginManitobahaveaccesstocounsellingservicesthroughtheManitobaTeachers’Society.Toaccesstheseservices,contacttheEducatorAssistanceProgramat1-800-378-8811.PleasealsoconsideraddingtheI.M.Wellapp.toyourphoneforamoredetailedlistofsupportsandservicesforBrandonUniversitystudents.

Student Accessibility Services

StudentAccessibilityServices(SAS)workswithstudentswhohavepermanent,chronic,ortemporarydisabilities.SASsupportsstudentsbydevelopinganindividualizedplanofaccommodation,helpingstudentsunderstandtheirlearningneeds,andassistingfacultywithprovisionofaccommodationsforstudentsregisteredwithSAS.

Ifyouhave,orthinkyoumayhave,adisability(e.g.mentalhealth,attentional,learning,vision,hearing,physical,medical,ortemporary),youareinvitedtocontactStudentAccessibilityServicestoarrangeaconfidentialdiscussionat(204)727-9759ormagnussonm@brandonu.ca.AdditionalinformationisavailableontheStudent

AccessibilityServiceswebsitehttps://www.brandonu.ca/student-services/student-accessibility-services/IfyouareregisteredwithSASandhavealetterrequestingaccommodations,youareencouragedtocontacttheinstructorearlyinthetermtodiscusstheaccommodationsoutlinedinyourletter.

Counselling Interventions Skills Rubric

SkillProficient

(Pass)

NotObserved

(Fail)TheoreticalConnection:Appropriateapplicationofstrategy/techniquebeingdeveloped

MinimalResponses/Encouragers:Appropriateuseof“mmhm”,“yeah”,etctocommunicatetotheclientw/ointerruptingtheclient’scommunication

Open-endedQuestions:Appropriateuseofopen-endedandlimited-useofclosedquestions

Paraphrase:Usingyourownwordstobrieflycommunicateanunderstandingofthecontentofwhattheclienthassaid

ReflectionsofFeeling:Accurateresponsethatincludesboththecontent(thoughts)andfeelingsintheclient’spreviouscommunication

Summarization:Anaccuratecombinationoftwoormoreoftheclient’spreviouscommunications

Genuineness:Beingcongruent,spontaneous,non-defensive,andopentotheclient

Positiveregard:Expressingpositiveaffirmationfortheclient

Theoreticalframing:Understandsthetheoreticalframeworkunderlyingapproach

Caseconceptualization:Conceptualizedcasebyintegratingcontextwiththeoreticalconceptualization

Interventions:Providedmeaningfulinterventionsbasedontheoreticalframeandcaseconceptualization

Course Preparation at a glance 1. In advance of Weekend One

Competethefollowingtwoonlineworkshopsinadvanceofthecourse:• CompletetheLearnMentalHealthLiteracycourseviathefollowinglink:

https://pdce.educ.ubc.ca/teach-mental-health/

• CompleteMakingSenseofTrauma:PracticalToolsforRespondingtoChildrenandYouth.Thecourseisavailableviathefollowinglink:https://makingsenseoftrauma.com/course/making-sense-of-trauma/

Readthefollowingthreebooks(AllofthebooksareavailableforpurchasethroughAmazon,etc.)

• ChoiceTheory:Anewpsychologyofpersonalfreedom• ACTMadeSimple(2nded.)

Reviewthefollowingpreviouscoursematerial• LearningtheArtofHelping:buildingblocksandtechniques(from04.708)• CodeofEthics:Canadiancounsellingandpsychotherapyassociationdocument

(SeeSchoologyCourseReadings)• ManitobasourcebookforSchoolandGuidanceCounsellingServices:A

comprehensiveanddevelopmentalapproach(SeeSchoologyCourseReadings)

Readthefollowingarticles(availableinSchoologyunder04704Reading)

RTIandPrevention• IntegratingRTIWithSchoolCounselingPrograms:BeingaProactive

ProfessionalSchoolCounselor• RTIActionNetworkResponsetoProfessionalSchoolCounselor’sRole

MotivationalInterviewing

• MIDefinitionPrinciples&Approach.pdfSolutionFocusedBriefTherapy

• SolutionFocusedCounselinginSchools• UsingtheSolutionFocusedApproachinSchool• ORSandSRSRatingScales

MentalHealth

• MentalHealthRiskandProtectiveFactors• MentalHealthPromotioninSchools

Third-wave/mindfulness

• MindfulnessinSchoolsResearchProject:ExploringStudents’PerspectivesofMindfulness

• Mindfulness-basedapproaches:Aretheyallthesame?

• IntegratingMindfulnessTrainingintoK-12Education:FosteringtheResilienceofTeachersandStudents

• MindfullyTeachingintheClassroom:AliteratureReview

AcceptanceandCommitmentTherapy(ACT)• AReviewofAcceptanceandCommitmentTherapy(ACT)EmpiricalEvidence• AcceptanceandCommitmentTherapyandtheNewBehaviorTherapies• CleanandDirtyPain

ReviewthefollowingtwobooksonDialecticalBehaviorTherapy

• DBTLineham• DBTSkillsAdolescents-Rathus&Miller

2. In advance of Weekend Two

• Prepareforquiz1

3. In Advance of Weekend Three • Prepareforquiz2