1

SYLLABUS Fall 2016

COUN 500: Essential Interviewing and Counseling Skills

for the Professional Helper

Instructor: Kara Hurt-Avila, PhD, LPC (Texas) Office Hours: Mondays

Assistant Professor 1:00pm – 3:00pm

223Q Wham Education Bldg. Tuesdays

(618) 453-2311 10:00am – 12:00pm

kara.hurt@siu.edu

Graduate TAs: name

22x Wham Education Bldg.

email

Course Meetings:

Mondays, 6:00-8:50pm

Wham 0305

Course Description: This course provides the foundation for counselors and other professionals-in-training for understanding the

counseling process in a multicultural society including an orientation to wellness, the development of

professional characteristics and behaviors that influence the helping process, and a mastery of the essential

interviewing and counseling skills.

Objectives/Learning Outcomes: The course objectives/learning outcomes are based on the accreditation

standards (2009) of the Council for Accreditation of Counseling and Related Education Programs (CACREP).

The following table articulates how these learning outcomes will be met and assessed in this course.

Learning Outcomes for COUN 500

CACREP

Standard

Course Objective Learning Activity Outcome Evaluation

Section 2: F. 1. b the multiple professional roles

and functions of counselors

across specialty areas, and their

relationships with human

service and integrated

behavioral health systems,

including interagency and

interorganizational

collaboration and consultation

Classroom discussion

Weekly journals

Assigned readings

Formative:

Oral responses during

class discussion

Weekly journals

Summative:

Exam 1

Exam 2

Section 2: F. 1. k strategies for personal and

professional self-evaluation and

implications for practice

Classroom discussion

Weekly journals

Skills self-evaluations

Formative:

Weekly journals

Skills self-evaluations

Summative:

Skills self-evaluations

2. SOCIAL

AND

CULTURAL

DIVERSITY, b.

attitudes, beliefs,

understandings, and

acculturative experiences,

including specific experiential

learning activities designed to

foster students’ understanding

of self and culturally diverse

clients;

Assigned readings

Experiential exercises

Class discussions

500: Classroom discussion

lead by Instructor.

Three reflection papers.

Assigned readings.

Optional reading in cross-

cultural fiction (Appendix

B).

Classroom discussion lead

Formative &

Summative

Journals and

participation

Summative

Personal and Social

Analyses Paper

500:

Formative: Oral

responses during class

discussion and

2

SYLLABUS Fall 2016

Required Textbook and Readings: Young, M.E. (2013). Learning the art of helping: Building blocks and techniques (5th ed.) Upper Saddle

River, NJ: Pearson. (ISBN-13: 978-0-13-262750-4)

Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal

of Consulting Psychology, 21, 95-103 / (1992). Journal of Consulting and Clinical Psychology, 60,

827-832.

Other readings as assigned.

Suggested References and Readings: Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC: APA.

(978-1-4338-0561-5)

Section 2: F. 5. f

counselor characteristics and

behaviors that influence the

counseling process

Classroom discussion

Assigned readings

In-class skills practice

Weekly external skills

practice

Formative:

Peer, TA, and

instructor feedback

Weekly journals

Summative:

Exam 1

Recordings and

Transcriptions

Skills Self-Evaluation

Section 2: F. 5. g

essential interviewing and

counseling skills

Classroom discussion

Assigned readings

In-class skills practice

Weekly external skills

practice

Formative:

Peer, TA, and

instructor feedback

from in-class skills

practice

Recordings and

Transcriptions 1 and 2

Skills Self-Evaluations

1 and 2

Summative:

Exam 1

Exam 2

Skills Self-Evaluations

3

Recording and

Transcription 3

Section 2: F. 5.

m

crisis intervention, trauma-

informed, and community-

based strategies, such as

Psychological First Aid

Psychological First Aid

lecture and practice

Formative:

Weekly journal

Summative:

Instructor feedback

from in-class skills

practice

3

SYLLABUS Fall 2016

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional interviewing and counseling: Facilitating

client development in a multicultural society 7th ed). Belmont, CA: Thomson Brooks/Cole. (ISBN-13:

9780495601234).

Fictional reading that crosses your cultural boundaries (see Appendix C).

Professional Links

American Counseling Association (ACA) http://www.counseling.org

Council for Accreditation of Counseling & Related Educational Programs (CARCEP)

http://www.cacrep.org

Illinois State Board of Education (ISBE) Rules http://isbe.net/rules/archive/default.htm

Illinois Department of Financial & Professional Regulation. Professional Counselor

http://www.idfpr.com/PROFS/Info/ProfCounselor.asp

Methods of Instruction:

COUN 500 uses a workshop format and is designed to be a safe place to acquire and practice counseling

skills. Most class sessions will contain a preliminary discussion of the reading assignment/session topic,

demonstrations of a counseling skill, and small group, skill acquisition and feedback sessions. Skill

acquisition will be assessed by formative and summative methods using simulated counseling sessions within

and outside the class sessions. This course is designed to be highly experiential; the instructor uses multiple

formats including lecture/discussion, skills modeling, role-play facilitation, and skills feedback.

Required Supplies:

You are required to video and audio record three sessions outside class. Whereas you are expected to

participate in and conduct weekly sessions with your assigned partners, only three should be recorded. A

variety of technologies are currently available; however, please use one of the following for your recordings:

(a) DVD or (b) USB flash drive. For confidentiality purposes, a smartphone is not an acceptable means of

recording your sessions.

A university email account and access to D2L are required. Additionally, you are required to purchase a

subscription to LiveText from the bookstore.

Grades will be assigned based on the Mastery Grading Protocol. The instructor will be using a modified

mastery approach for assigning course grades. To receive a specific course grade all criteria for that grade

must be met. High scores in one task cannot be used to supplement low scores in another. Assessments of

papers and skill development are subjective, that is, they are based on the judgments of a highly trained

instructor who will evaluate each student’s progress and skill level.

Assessments:

1. Exams. Two, 50-question multiple choice/short answer exams will be given during the semester.

The content of the exam will cover the Young text and any additional assigned readings.

2. Weekly Journals. Each week (with noted exceptions on the course schedule) the instructor will

provide a journal prompt in class. Students will be expected to complete a journal entry on the topic

in D2L. Each entry will be due by the start of the next class meeting. The journal topics are intended

to give you the opportunity to reflect between classes on your progress and on your personal sources

of knowledge as you integrate it with your formal learning in this course. To earn full points, each

entry should be reflective and focused on the topic. Content is more important than length, but

students typically write 5-7 paragraphs.

3. Sessions Recording and Transcription. Students will conduct weekly, 30-minute skills practice

sessions with their assigned partner outside of class meetings. Of these sessions, each student will

4

SYLLABUS Fall 2016

chose three sessions to record and submit as evidence of skills development. Students will transcribe

verbatim 10 minutes of the 30-minute session. Students will also identify the skill used in each

transcribed response as well as a better response and rational for why that is a better response.

Following the transcription, students will answer the reflection questions: (a) what were you thinking

and feeling during this segment of your session? (b) what were the nonverbal behaviors of your client

during this segment of your session? (c) what were your nonverbal behaviors during this segment of

your session? (d) how did you demonstrate openness and authenticity to your client? (e) what would

you have liked to differently next time? (f) what guidance do you need from your

supervisor/instructor? See syllabus appendix A for sample format for transcription and refection.

Your paper must include an APA style cover page. It is expected that students will be actively

engaging in skills development throughout the course. The first two recordings and transcriptions will

be assessed for evidence of skills development and professional competence. You will be provided

written feedback that is intended to aid in your clinical development. Basic skills mastery is the

benchmark for passing this course and evidence of skills mastery will be assessed in the final session

recording and transcription.

***When you are acting as a client/helpee during these sessions please exercise your right to

self-censorship. You do not have to disclose major problems or issues, and I encourage you

to share about personal topics that are developmentally appropriate for the beginning

counselor-in-training to practice skills. You have the expectation of confidentiality from your

helper, doctoral teaching assistant, and instructor. However, should I have any concerns

about your ability to fully engage in the training program, I will discuss my concerns directly

with you and I will follow the outlined gatekeeping protocols established by the program.

4. Skills Self-Evaluations. Three times throughout the semester students will complete a skills self-

evaluation. The objective of this assessment is for students to critically reflect on their own skills

development and identify areas for growth. The organization of the assignment will have the

following format: (a) 2-3 paragraphs about your clinical strengths (skills specific); (b) 2-3 paragraphs

about your personal experiences related to any internal conflicts, new skills you have tried out, and

any aspects of the course that trouble, excite, or interest you; (c) 2-3 paragraphs about your clinical

areas for growth (skills specific); (d) 2-3 paragraphs about your perceptions of feedback you have

received from your peer, doctoral teaching assistant, and instructor; (e) a specific plan for addressing

your areas for growth and integration of feedback; and (f) a self-completed copy of the Counselor

Competencies Scale – Revised (provided in class). You must use APA style for this assignment.

5. Participation. Students are expected to attend every class meeting. Attendance and participation are

necessary in order to develop the knowledge and skills required of an ethical and effective

professional counselor. If you have a planned absence please contact the instructor immediately.

Note that a significant portion of the course involves skills practice during class time that includes

direct observation and feedback. Students are expected to attend class meetings having read the

assigned text and readings and completed assignments and journals prior. Students are expected to

respectfully engage in class discussions, participate in skills development role-plays and skills

practice, and provide effective feedback to peers that supports skill development and self-awareness

during skills practice. Do not use smartphones, tablets, laptops, etc. in ways that disrupt the learning

environment or keep you from being focused on the class.

Fictional Reading (optional). You may wish to read a work of fiction (syllabus appendix C) that

addresses an element of social or cultural diversity that differs from your identity and write a 5-page

reflection paper. This is an optional assignment that does not carry any weight toward your grade in

this course, but does provide an excellent opportunity to engage in personal growth and enrich your

experience as a counselor with a social justice orientation.

5

SYLLABUS Fall 2016

Mastery Grading Protocol

Assessment A B C D

Exams: Combined

Scores

90 – 100 points 80 – 89 points 70 – 79 points < 70 points

Weekly Journals All journals

completed and

posted prior to

class meeting

One journal not

completed

Two journals not

completed

More than two

journals not

completed

Transcriptions 1 & 2 Transcripts

completed and

turned in on or

before deadline

Transcripts

completed and

turned in on or

before deadline

1 transcripts not

completed or not

turned in on or

before deadline

More than 1

transcripts not

completed or not

turned in on or

before deadline

Final Transcript

(graded)

At the minimum

each basic skill1 is

in evidence at

basic mastery

level3, two at the

advanced mastery

level4, one

advanced skill2 at

the basic level.

Each basic skill is

in evidence at basic

mastery level, one

skill at the

advanced mastery

level

Each basic skill in

evidence at basic

mastery level

Multiple basic

skills attempted but

are ineffective

Skills Self-

Evaluations

3 papers

completed and

turned in on or

before deadline;

thoughtful

reflections and

clear plan for

growth

3 papers completed

and turned in on or

before deadline;

writing

demonstrates a

need for deeper

reflection or plan

for growth is

unclear

1 paper not

completed or not

turned in on or

before deadline

More than 1 paper

not completed or

not turned in on or

before deadline

Participation No unexcused

absences; active

participation at

each class meeting

No more than one

unexcused absence;

active participation

Either attendance

or participation is

inconsistent

Both attendance &

participation are

inconsistent

1Basic skills include: (a) voice tone, (b) eye contact, (c) facial expressions and gestures, (d) body position and

physical distance, (e) attentive silence, (f) encouragers, (g) open-ended questions, (h) paraphrasing (i.e.,

reflecting thought and content), (i) reflecting feelings, and (j) summarizing.

2Advanced skills include: (a) reflecting meaning, (b) giving feedback, (c) confrontation, (d) assessment, (e)

setting constructive goals, (f) constructing measurable goals, (g) giving advice/information, (h) brainstorming,

(i) alternative interpretation, (j) outcome evaluation, (k) termination, and (l) planning for maintenance and

relapse.

6

SYLLABUS Fall 2016

3Basic mastery is defined as: the skill is attempted at an appropriate time using standard/acceptable language

and the client gives some indication that the skill used affected the direction of the conversation.

4Advanced mastery is defined as: articulation or use of a skill in a unique or creative way, that is, more than

standard phrasing, with indications from the client that the counselor’s skill affected the tone or depth of the

conversation.

Confidentiality and ethics. During the practice sessions, both in- and out of class, it is possible that a

classmate will divulge something personal and confidential. As is the case with a professional counselor who

is bound by a professional code of ethics (see ACA 2014 Code of Ethics), it is your responsibility as the helper

to honor their trust in you and respect their confidentiality. When you play the role of the helpee/client, it is

your choice to share only as deeply as you wish. It also is the responsibility of the helper to ensure the out of

class session is conducted in a private setting free from interruptions or visual/hearing access by others.

Personal consent to taping. By enrolling in this course, you have consented to disclose personal

information, being taped both as helper and helpee/client, and having your tapes reviewed by the course

instructors. You will have to drop the course if you are not willing to be taped.

Other University Policies

Students with Disabilities

If you have any type of special need(s) or disability for which you require accommodations to promote your

learning in this class, please contact the instructor as soon as possible. The office of Disability Support

Services (DSS) offers various support services and can help you with special accommodations. You may

wish to contact DSS at (618) 453-5738 or go to Woody Hall Room 150 to verify your eligibility and options

for accommodations. NOTE: Admission to one of the Counselor Education Programs including

Community/Agency Counseling, School Counseling, or Couples, Marriage, and Family Counseling does not

guarantee graduation. Success in academic work is one of the many components of becoming a successful

counseling graduate student in this department. The following nonacademic conditions may result in

dismissal if they are observed to impair the student’s ability to work with others in class, practicum

experiences, or internship settings: 1.) personal concerns or psychopathology, 2.) interpersonal relationship

issues, and 3.) personal attitudes or value systems that conflict with effective counseling relationships.

Inclusive Excellence

SIU contains people from all walks of life, from many different cultures and sub-cultures, and representing all

strata of society, nationalities, ethnicities, lifestyles, and affiliations. Learning from and working with people

who differ from you is an important part of your education in this class, as well an essential preparation for

any career.

Academic Dishonesty

Academic dishonesty includes, but is not limited to, cheating and plagiarism. Academic dishonesty at the

graduate level is considered a serious offense and may result, at a minimum, in a failing grade on assignments

or in the course, with more serious potential for disciplinary action that can lead to dismissal from the

student’s graduate program of study.

Students are urged to familiarize themselves with SIU’s policies regarding academic dishonesty by consulting

with the instructor and visiting the following website from the Morris Library:

http://www.lib.siu.edu/departments/instruction/plagiarism, and the SIU Student Code of Conduct at

http://srr.siu.edu/student-conduct-code/index.php.

7

SYLLABUS Fall 2016

Incompletes

An INC grade should be assigned when, for reasons beyond their control, students engaged in passing work

are unable to complete all class assignments. INC is not included in grade-point computation. An INC must

be changed to a completed grade within one year from the close of the term in which the course was taken or

graduation, whichever comes first. Should the student fail to complete the course within the time period

designated, that is, one year from the close of the term in which the course was taken or graduation,

whichever comes first, the Incomplete will be converted to a grade of F and the grade will be computed in the

student’s grade point average. To complete the work from the original registration, a student should not

register for the course again, but should complete the work for the original registration if the original

registration is within the normal time limits established for the degree. A contract for an INC grade must be

established between the instructor and student at the time the INC grade is assigned. An extension may be

granted if the request for the extension is made within the first year and approved by the Dean of the Graduate

School and the Provost.

8

SYLLABUS Fall 2016

Tentative Course Schedule

Date Topic Readings Assignments Due

1 8/22 Introductions, Course

Expectations, Helping as a

Personal Journey

Small Group Organization-

part 1

Course syllabus

2 8/29 Nuts & Bolts of Helping

Effective Counselor

Characteristics, Ethics

Small Group Organization-

part 2

Young, Chapter 1

Young, Chapter 2

Journal 1

9/5 Labor Day Holiday NO CLASS

3 9/12 The Therapeutic Relationship

Nonverbal Skills, Opening

Skills

Young, Chapter 3

Young, Chapter 4 Skills Self Evaluation 1

Journal 2

4 9/19 Reflecting Skills:

Paraphrasing/Reflecting

Content

Young, Chapter 5

Journal 3

5 9/26 Reflecting Skills: Reflecting

Feelings

Young, Chapter 6 Tape 1

Journal 4

6 10/3 Reflecting Skills: Reflecting

Meaning & Summarizing

Integration of Reflecting

Skills

Young, Chapter 7

Journal 5

10/10 Fall Break NO CLASS

7 10/17 Exam 1

Psychological First Aid Exam 1 (Chapters 1-7,

Rogers 1992)

Psychological First Aid

Journal 6

8 10/24 Challenging Skills Young, Chapter 8 Tape 2

Skills Self-Evaluation 2

9 10/31 Assessment & the Initial

Interview, Social and

Cultural Diversity

Young, Chapter 9

Journal 7

10 11/7 Goal-Setting Skills Young, Chapter 10 Journal 8

11 11/14 Change Techniques Young, Chapter 11 Tape 3

Journal 9

12 11/21 Outcome Evaluation &

Termination Skills

Young, Chapter 12 Journal 10

13 11/28 Exam 2 Exam 2 (Chapters 8-12)

14 12/5 Course Evaluation, Self-care Skills Self-Evaluation 3

15 12/12 Final Exam Week NO CLASS

9

SYLLABUS Fall 2016

APPENDIX A

Session Recording and Transcription Format

Transcription begins at: _____

Response

Number

Response

(CO – Counselor, CL – Client)

Skill Better Response

CL: It wasn’t like I wanted to say anything that

I actually did say, but I just couldn’t stop

myself. I really hurt his feelings and now he

won’t talk to me at all.

1. CO: You didn’t mean to say all of that,

especially because it hurt his feelings.

Paraphrase/

ROC

“You really wish you could take

back all that you said.”

This response sums up what CL

said in a different way that

captures her feeling of regret.

CL: Exactly, I mean he won’t even

acknowledge me when we are in the same

room at work. I just don’t know what to do to

make it better.

2. CO: You just don’t know what to do. Paraphrase/

ROC

“You want to make it right with

him but you don’t know where to

start.” This response is more action

oriented and reframes the idea that

CL is stuck.

CL: Yeah, like, I guess I could ambush him in

the break room and make him talk to me. But I

think that might make him hate me even more.

3. CO: You are worried that that plan might

backfire.

ROF Silence. CL could have continued

thinking of other ideas for how to

solve the problem.

Transcription ends at: _____

Reflection Questions

What were you thinking and feeling during this segment of your session?

What were the nonverbal behaviors of your client during this segment of your session?

What were your nonverbal behaviors during this segment of your session?

How did you demonstrate openness and authenticity to your client?

What would you have liked to differently next time?

What guidance do you need from your supervisor/instructor?

10

SYLLABUS Fall 2016

APPENDIX B

Guidelines for Peer Feedback

Feedback is a form of discourse that takes place in a here-and-now interaction and provides information to

help the receiver recognize the impact of his or her words or behaviors. To be effective, feedback must be

kindly delivered by the sender and graciously accepted by the receiver, without becoming defensive or hurt. It

is conveyed in such a way that the relationship remains intact.

Delivering feedback effectively: 1. Be specific when you describe the behavior of interest. What exactly has happened? What did the

receiver do that elicited the feedback?

2. Deliver the feedback as quickly as possible following the behavior.

3. Deliver the feedback directly to the receiver.

4. Uses “I” messages to indicate that you assume full ownership and responsibility for what is being

said.

5. Addresses behaviors that can be changed, not traits or characteristics of which the receiver has no

control.

Receiving feedback effectively: 1. Be open and listen first, without interrupting or immediately objecting to what is being said.

1. Listen without turning the focus of the discussion back on the sender.

1. Accept the feedback, rather than immediately refuting it.

1. Recognize that the speaker has a right to his or her perceptions and to say what he or she is sharing.

1. Be open and attentive to the sender and ask for clarification, if needed.

1. Actively hear what is being said and try to understand what the sender means.

1. Reflect upon what is being said about the behavior that prompted the feedback and accept

responsibility for that behavior.

1. Convey a genuine interest in receiving the feedback and in making the appropriate personal changes.

Format for Peer Feedback

Counselor: ______________ Client: ______________ Observer: ______________ Date: _______

Brief description (1-2 sentences) about the content of the session:

Personal reaction (how you think the session went, counselor’s strengths, specific responses/skills that

helped)

Areas for growth (things that could have helped the counselor be more effective, skills that could be

improved)

11

SYLLABUS Fall 2016

APPENDIX C

Multicultural Fiction

African-Americans

Angelou, M. I Know Why Caged Birds Sing.

Haley, Alex. The Autobiography of Malcolm X.

Mosley, W. RL’s Dream.

Naylor, Gloria. The Women of Brewster Place.

Ralph Ellison. The Invisible Man.

American Indian

Dorris, Michael. Yellow Raft in Blue Water.

Edrich, L. Tracks.

Asian-Americans

Kingston, Maxine. China Men.

Tan, Amy. The Joy Luck Club.

Sone, Monica. Nisei Daughter.

Jewish-American

Potok, Chaim. The Chosen.

Latino(a) Americans

Esquivel, Laura Like Water for Chocolate

Marquez, G. G. One Hundred Years of Solitude.

Lesbian/Gay Americans

Brown, Rita. Rubyfruit Jungle.

Hardy, J. E. B-Boy Blues.

People with Disabilities Neugeboren, Jay. Imagining Robert

Nolan, Christopher. Under the Eye of the Clock.

Kisor, Henry. What's the Pig Outdoors?

12

SYLLABUS Fall 2016

APPENDIX D

Southern Illinois University Carbondale Campus and Course Policies

As adult students it is your responsibility to understand the campus, college, and program policies related to

instruction, grading, and granting degrees. These policies are stored and readily available through various

SIU Carbondale web pages. For a summary, see SIUC Provost’s Syllabus Attachment: http://pvcaa.siu.edu

Emergency Procedures

Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe and healthy

environment for study and work. Because some health and safety circumstances are beyond our control, we

ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response

Team (BERT) program. Emergency response information is available on posters in buildings on campus,

available on the BERT's website at www.bert.siu.edu, Department of Public Safety's website

www.dps.siu.edu (disaster drop down) and in the Emergency Response Guidelines pamphlet. Know how to

respond to each type of emergency.

Instructors will provide guidance and direction to students in the classroom in the event of an emergency

affecting your location. It is important that you follow these instructions and stay with your instructor during

an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to

your instructor in evacuating the building or sheltering within the facility.

All students:

Students can receive assistance with writing assignments and study skills from the Writing Center

(http://write.siu.edu) and Learning Support Services (http://tutoring.siu.edu).

Saluki Cares coordinates a university-wide program of care and support for students in any type of distress—

physical, emotional, financial, or personal. To contact Saluki Cares: (618) 453-5714, siucares@siu.edu,

http://salukicares.siu.edu/index.html

Email is a mechanism for official communication within Southern Illinois University Carbondale. The

University has the right to expect that such communications will be received and read in a timely fashion.

Official email communications are intended only to meet the academic and administrative needs of the

campus community. http://policies.siu.edu/policies/email.htm

Review http://www.plagiarism.org/learning_center/what_is_citation.html for a brief overview of

plagiarism and the benefit of accurate citations within your work,

Syllabus change policy – This syllabus is a guide and every attempt is made to provide an accurate

overview of the course. However, circumstances and events may make it necessary for the instructor to

modify the syllabus during the semester and may depend, in part, on the progress, needs, and experiences of

the students. Changes to the syllabus will be made with advance notice.

Americans with Disabilities Statement & Non-Discrimination Statement – SIU abides by Section

504 of the Rehabilitation Act of 1973 which mandates reasonable accommodations be provided for

qualified students with disabilities. SIU’s Disability Support Services (DSS) in Woody Hall B-150, (453-

5738), http://disabilityservices.siu.edu. is the designated office on campus to provide services and

accommodations to students with diagnosed disabilities. You need to provide documentation of your

disability to the instructor if you seek accommodations in this course. DSS will provide the instructor with

accommodation methods specific to the student.

13

SYLLABUS Fall 2016

Your success as a student is of utmost importance to me. If you have a disability or any other special

circumstance that may have some impact on your work in this class, and for which you may require

special accommodations, please contact me early in the semester so that accommodations can be made in

a timely manner.