MHS 5005 Introduction to Counseling Fall 2007Intentional interviewing and counseling: Facilitating...

Dr. A. L. Dixon, MHS 5005, Fall 2007

Class meets Tuesdays Periods 5-7; 11:45 a.m. – 2:45 p.m.; G506 Norman Hall NO course pre-requisites – this is a beginning course for the M.Ed./Ed.S. degree in Counselor Education

Email : [email protected] .edu Office: 1207 Norman Hall Phone: 392-0731 Ext. 238 Dr. Dixon’s Office Hours: Tuesdays 3:00 – 4:30 pm Thursdays 12:15 – 3:45 pm and by appointment Teaching Assistant: Blaire Cholewa, M.Ed./Ed.S., NCC Email : [email protected] Required Textbooks: 1) Ivey, A. E., & Ivey, M. B. (2007). Intentional interviewing and counseling: Facilitating client

development in a multicultural society. Belmont, CA: Brooks/Cole – Thomson Learning.

2) Meier, S. T. & Davis, S. R. (2008). The elements of counseling (6th ed.) Belmont, CA: Wadsworth. 3) Yalom, I. D. (2000). Love’s executioner & other tales of psychotherapy. NY: Harper Perennial Modern Classics.

*** Handouts and Readings from Course Information Packet to be given in Class ***

HIGHLY Recommended Text: American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. C o u r s e D e s c r i p t i o nC o u r s e D e s c r i p t i o n Being an effective counselor requires intention, listening, attending skills, directing skills, and most importantly knowing yourself. This course provides students with an introduction to applied counseling techniques; it is designed to help you develop these basic skills and experience receiving verbal and written feedback on your personal counseling skill development and style in order to prepare you for your practicum, internships, and professional career in counseling. MHS 5005 is an academic and training experience designed to promote students’ acquisition and development of specific skills in verbal and nonverbal communication, human relations, identification of client issues, and proposing appropriate counseling strategies. In addition, students will learn fundamental skills in listening, responding, expressing empathy, and focusing as well as more advanced skills in the areas of finding meaning, reframing, effective challenging, leading and action planning. Overall, the course focuses on the identification and use of beginning fundamental skills needed for a person to become an effective counselor.

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While this course is designed to be experiential and skills-oriented, we will also be reading about the application of counseling skills, identifying and describing skills, and integrating counseling theory with counseling practice. The basic concepts and skills of counseling individuals will be explored, and you will practice applying those concepts in simulated counseling situations in the Department’s Counseling Clinic. Simulated counseling experiences will provide opportunities for students to learn and use basic counseling, communication, and helping relationship skills while increasing each student's comfort with the therapeutic role. Students will develop competencies and practice proficiencies through developing a counseling relationship throughout the semester, case conceptualization, case note-taking, treatment planning, and simulation. Self-exploration activities will be used to help students develop and practice these skills. Also, the course is intended to provide students insight into the role of racial, social, and cultural factors in the development of counseling relationships and skills. A major focus of the course is on YOU as a unique racial-cultural person, who brings to your counseling relationships a network of personal and social identities and group affiliations that can serve as both barriers and resources in the development of effective counseling relationships and skills. There will be a focus on racial, social, and cultural factors in the development of helping relationships through integration of cognitive and affective self-awareness with counseling skills. Students will work to master the personal skill and sensitivity necessary in order to create an effective therapeutic environment. There will be an emphasis on conditions for an effective counseling relationship, attending and counselor interviewing skills, basic theoretical assumptions, ethical principles, and professional development and orientation. C o u r s e D e s i g nC o u r s e D e s i g n This course is designed on a “modified” competency microcounseling skills model. Competency-based learning is an educational approach which specifies the performance required for success. Special emphasis is placed on students’ efforts and demonstrable abilities required for ethical, competent counseling. Hence, performance becomes the primary source of evidence in assessing mastery of competencies. In essence, the focus is on the achieved results of learning, and evaluation shifts to the attainment of a set of competencies. This course is experiential and counseling skill oriented, and consists of readings, lectures, videotape examples (fun and serious), an on-going small group experience where students use structured interviews and observe intergroup relational dynamics as a vehicle for understanding themselves as racial-cultural persons, and counselor-counselee dyad relationships for the application of counseling skills throughout the semester. The small groups and the counseling dyads are to be experienced in terms of the dynamics associated with age, gender, race, ethnicity, religion, spirituality, sexual orientation, and social class. Small group and individual practice sessions with the use of DVD recordings for feedback on counseling skills will be utilized. Methods of instruction include: lecture, small and large group discussions, role plays, case studies, DVD examples, small group activities with the course T.A., and guided practice. You will receive on-going written and verbal feedback on each of these experiences from the instructor, your teaching assistant, and your classmates, and will be expected to document your personal thoughts, feelings, and experiences in your weekly REQUIRED JOURNAL. The counseling skill-building component of the course will include simulated counseling sessions. You will be required to be both a counselor and a client in the dyads regularly throughout our semester; and although this is not to be considered psychotherapeutic, you will be expected to present real issues when in the counselee role. You will be required to examine your attitudes, perceptions, and behaviors as a counselor; and you will be expected to share personal reactions, thoughts, and feelings about here-and-now events. Boundaries of confidentiality should be considered and discussed. Remember: we cannot assure confidentiality during these experiences. Within the roles of counselor and client, students will be evaluating counselor INTENTIONS, basic counseling microskills, counselors’ abilities to “be” with their clients, client reactions, and each other’s counseling competence of handling issues introduced in the simulated sessions. The lecture portion of the course will be delivered from both Dr. Dixon and your T.A, and will introduce skills and approaches for counseling and will provide a conceptual framework for counseling and for yourself as a counselor in the process. We will discuss assigned readings, and students can raise questions and clarify their experiences and various aspects of the course during this time.


C o u r s e O b j e c t i v e sC o u r s e O b j e c t i v e s

1- To learn about and experience the core conditions of a counseling relationship. 2- To learn about and develop the personal characteristics of effective, ethical counselors. 3- To apply and integrate the knowledge learned in current/prior counseling courses in actual counseling practice. 4- To learn basic counseling interventions/strategies and models and basic interviewing skills based on common factors in healing and helping across cultures. 5- To learn and improve basic counseling skills including but not limited to: intake/initiation of counseling sessions; structuring; attending; questioning; reflection of content, meaning, and emotion; use of empathy; immediacy, use of intuition, case conceptualization; interpretation; interrupting; confrontation; silence, problem solving, persuasion, crisis intervention, behavioral strategies, and termination. 6- To gain self-insight, knowledge, and awareness of your racial-cultural self as a counselor, helper, and healer, as well as the way in which you relate to others. 7- To give and receive feedback on counseling skills and overall approach, and integrate that feedback in future counseling practice. 8- To apply intentionality, thoughtfulness, and ethics in counseling practice. 9- To develop an understanding and awareness of the above skills that are most useful in helping relationships and to intentionally and consciously utilize a repertoire of these skills; 10- To articulate ways in which you have gained self –understanding and have personally developed as a racial-cultural counselor and person. 11- To articulate your own personal philosophy of counseling, and to describe your personal counseling style and approach based on theory and technique, both in writing and verbally. 12- To experience the importance of ongoing supervision and feedback in all counseling work.

Applicable Professional Standards Addressed in the Course This course is desi gned to meet the National and Florida Sta te professional s tandards l is ted as fol lows: Council for the Accreditation of Counseling and Related Educational Programs (CACREP) (2001) Section II, Subsection K-5: HELPING RELATIONSHIPS – studies that provide an understanding of counseling and consultation processes, including all of the following:

a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations and skills;

b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries.

Portions of this course also ful fi l l in part the fol lowing CACREP standards: Section II, Subsection K-2, SOCIAL AND CULTURAL DIVERSITY:

c. individual strategies for working with diverse populations and ethnic groups d. counselor’s cultural self-awareness and awareness of culturally supported behaviors that are detrimental to the growth of the human spirit, mind or body

Section II, Subsection K-5, HELPING RELATIONSHIPS: g. ethical and legal considerations


Florida ’s “Accomplished Practi ces” for School Counselors: Key Tasks assess your mastery of knowledge, skills, and dispositions that the State of Florida requires of all entry-level educators (which includes school counselors). In this course, we will cover several “Accomplished Practices,” as listed following. Your mastery of each indicator will be measured by your work on each Key Task (i.e., Components 1 and 3, as described later in this syllabus). To pass this course, you must successfully complete all Key Tasks covered in the course and receive a “Met with Weakness” or higher evaluation for your performance on each of them. No exceptions will be made. Note that if you are enrolled in a School Counseling and Guidance (SCG) program in the department, you will not receive a grade for this course until you have achieved satisfactory performance on each of the “Accomplished Practices” addressed in this course. Students who receive a “Not Met” rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned as assigned by Dr. Dixon. Students who do not complete their makeup work satisfactorily (i.e., with a “Met with Weakness” or higher rating) will receive a grade of Incomplete (I) for this course. Students who fail the course must repeat it later in order to demonstrate achievement of the “Accomplished Practices” covered in this course. Indica tor: 2.1 (Knowledge)

Knows and identifies varied communication techniques for use with PreK-12 students, including students whose home language is not English. Assignment Description: The candidate will demonstrate knowledge of various verbal and nonverbal communication strategies with persons of varying backgrounds and characteristics through performance on a final written examination, and a final DVD-recorded examination of counseling and communication skills (see Indicator 2.2 for Assignment Directions). Assignment Directions: A final, cumulative written exam will be administered at the end of the semester. The final examination will have a maximum of 100 points; in addition there will be several unannounced pop quizzes (worth 20 points maximum) throughout the semester. The examination and quizzes will consist of true/false, multiple-choice, and (short-answer) essay question items. The final examination will assess a wide variety of important concepts, terms, skills, and knowledge related to effective verbal and nonverbal communication with a variety of persons (i.e., those with varying backgrounds, characteristics, life circumstances, and communication skills). The examination also covers the supportive and supplementary material presented in the assigned readings for the course. Ra ting Guide for Indica tor 2.1:

Met - The candidate will have achieved a total of 96 - 120 points out of 120 possible points on quizzes and the exam. Met with Weakness - The candidate will have achieved a total of typescripts 84-95 points out of 120 possible points on quizzes and the exam. Not Met - The candidate will have achieved fewer than 84 points out of 120 possible points on quizzes and the exam.

Indica tor 2.2 (Ski l l )

Demonstrates communication techniques that promote effective student services for PreK-12 students. Assignment Description:


The candidate will demonstrate use of both general and specific communication skills known to be effective for use with a variety of persons, and with specific adaptations dependent upon the characteristics of the person(s) with whom the communication is conducted. Assignment Directions: Each candidate will attend each class period and DVD-record weekly counseling practice sessions, and will record 4 sessions outside of class time. Students will ultimately present for review and evaluation TWO complete DVD-recorded sessions and full 15 minute typescripts of “counseling” sessions with his/her semester client as assigned by Dr. Dixon (with each “counselee” being fully aware of informed consent and confidentiality considerations appropriate to the counseling practice activities). Each of these sessions is to be of at least 25 to 35 minutes duration. The candidate will be required to (a) demonstrate competence in the use of the basic microcounseling skills learned in class and through readings, and (b) provide a written “self-critique” of the skills demonstrated. These DVD-recordings are to be presented in the sequence in which they were developed to the course instructor for review and feedback. The candidate will select (from the mid-semester and end-of-the-semester DVD-recordings) two fifteen (15) minute (minimum) segments and develop verbatim typescripts for these segments. Each of these segments must contain a minimum of ten (10) verbal “microcounseling responses” by the candidate. For each candidate verbal response presented for each 15 minute segment, the candidate will describe (a) the candidate’s intent for the response (i.e., what the candidate intended to communicate, bring about, and/or have happen), (b) what actually happened (i.e., what the “client” actually did) immediately following each response, (c) the type of response that was being demonstrated, (d) an alternative (type of) response (e.g., statement or question) that could have been used at the time, and (e) a self evaluation of the effectiveness of the response using a scale of 1 = low to 10 = high.

The candidate’s self-evaluation paper of his/her 10+ responses per tape will be evaluated by Dr. Dixon and the Doctoral T.A. If there is concern about the candidate’s level of skill development, the candidate’s segment will be discussed individually with Dr. Dixon and the candidate may be asked to submit an additional DVD-recording and typescript for review. Rating Guide for Indica tor 2.2

Met - (1) The candidate’s responses will be judged to be satisfactory for both DVD recordings/typescripts on the:

(a) context in which they were presented/given, and (b) characteristics of the “client” receiving them.

(2) The candidate will demonstrate at least 8-10 appropriate alternative responses from each of the 2 typescripts for the context and the “client” receiving them. (3) The candidate’s self evaluation of his/her 8-10 responses per tape will be judged to be appropriate, particularly in regard as to whether the original or alternative response would have been best for the situation. (4) The candidate will have achieved a total of 40-50 points out of a total of 50 points on each of two DVD recordings/typescripts.

Met with Weakness –

(1) The candidate’s responses will be judged to be satisfactory for both DVD recordings/typescripts on the: (a) context in which they were presented/given, and (b) characteristics of the “client” receiving them.

(2) The candidate will demonstrate 6 appropriate alternative responses from each of the 2 typescripts for the context and the “client” receiving them. (3) The candidate’s self evaluation of his/her 6 responses per tape will be judged to be appropriate, particularly in regard as to whether the original or alternative response would have been best for the situation. (4) The candidate will have achieved a total of 35-39 points out of a total of 50 points on each of two DVD recordings/typescripts.

Not Met – (1) The candidate’s responses will be judged to be inappropriate for the context and/or the characteristics of the “client” receiving them and the candidate will be judged to be ineffective in self-evaluation of his/her responses. The candidate will be required to re-do the session and corresponding evaluations.


(2) The candidate will have achieved fewer than 35 points out of 50 possible points on each of two DVD recordings and typescripts

M H S 5 0 0 5 C O U R S E R E Q U I R E M E N T SM H S 5 0 0 5 C O U R S E R E Q U I R E M E N T S

1. Class Attendance, HW Assignments, In-Class Participation, In-Class Counseling, Practice & Supervision Sessions (65 points) ( S t u d e n t s w i l l l o s e ( S t u d e n t s w i l l l o s e 33 p o i n t s f o r p o i n t s f o r e a c h a b s e n c e i n t h i s c o u r s e )e a c h a b s e n c e i n t h i s c o u r s e ) The first and most important requirement is regular attendance and arriving to each class on time. Passing this course requires that each student show a minimum competence in basic microcounseling skills. You must be present in class to learn and acquire the minimum competence required to pass, and to actively participate in all course activities (discussions, simulations, role-plays, group experiences, etc.). The emphasis on competence is weighted heavily on demonstrating basic microcounseling skills such as: the ability to actively listen, checking your perceptions, reflections about yourself as a counselor, focus and lead the counselee, express and recognize emotions and feelings in yourself and others, show empathy, and receive and respond to feedback and supervision from the instructor and fellow classmates. Students are expected to attend each class, arrive on time to every class, and complete all assignments on time. Assignments should also conform to the specified guidelines given for each element of the work. Your attendance and participation in the class are critical to your own learning and that of your peers, as well as the overall success of the course. Handing in work late, not conforming to specific guidelines and absences without prior instructor approval may jeopardize your learning and result in a lower class performance appraisal. In addition, students are expected to demonstrate throughout the course the ability to integrate lecture and reading assignments in their personal microcounseling skill acquisition and application, in their personal journal, and in their self-awareness of themselves. Students should communicate in their journals, smalls groups, counseling dyads, and during class time, an integrated understanding of racial-cultural groups and themselves as counselors by synthesizing the reading, lecture, and group interactions. There will also be periodical homework assignments given throughout the semester. Students will be EXPECTED to role-play counseling situations in class with their classmates and with Dr. Dixon and Blaire; Dr. Dixon and Blaire will act as both counselor and client in these simulations throughout the semester. The highest standards of academic integrity are expected of all students. All students are expected to abide by the University of Florida Honor Code: “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.” Therefore, the pledge that is expressed or implied on all work submitted for credit in this course is: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” Working together on a team project and sharing responsibility for completion of a task and a final evaluation is acceptable under these guidelines. Accommodating students with special needs: In accordance with university policy, students with documented sensory and/or learning disabilities should inform the instructor so that their special needs may be accommodated.

Students wi l l be expected to demons tra te a s i gnifi cant l evel of personal and professional counsel ing development regarding thei r unders tanding and abi l i ty to incorpora te racial - cul tural issues in both

counsel ing ski l l and on a personal l evel .

This means that each student must show counseling competence in several ways: 2. Readings-Related Pop-Quizzes (20 points) Several times throughout the semester Dr. Dixon will expect students to complete a short pop-quiz based on their assigned readings. These quizzes will be either short answer, true/false, or multiple choice and will NOT be announced.


3. Family Tree & Friendship Network (These can be as creative as you want them to be!! !) (30 points)

For your first homework assignment, students are required to create a family tree and a friendship network, and be prepared to discuss these in their small groups in regard to their own and others’ racial-cultural group and personal identity issues.

• Place your family members on a three generation chart. Designate race, ethnicity, gender, social class, religion and/or spiritual preference, sexual orientation, and age for each member.

• Place your friends on a chart (be as creative as you want to be) according to intimacy of relationship, designating race, ethnicity, gender, social class, religion and/or spiritual preference, sexual orientation, and age for each friend.

BE CREATIVE! These are due the second week of class (September 4th)!

They will be used in small groups and then turned in to the instructor!

3. WEEKLY, 3-4 PAGE Personal Journals (Must be Typed) (80 points) ~~~ NO LATE journals are EVER accepted!

Students will examine their personal and professional growth on their way to becoming a counselor through their weekly journals. Students must demonstrate through personal journals and in small group sessions that they understand the meaning and significance of their group memberships and how those memberships/roles affect personal counseling practice. Detail thoughts, feelings, and intra- and interpersonal experiences within the class in your journal each week. There will be times you will also be asked to write on a particular prompt as well for your journaling. In addition, students must dialogue with Dr. Dixon and/or Blaire in their personal weekly journals and show the ability to explore the issues and consequences surrounding their personal belief systems and worldviews, and how this affects their personal counseling style. We hope you will discuss your experience of being the client and the personal self-awareness that comes along with that role as well. Your journal is also a place to record and dialogue with the instructor about your self-awareness and introspection as a developing counselor, personal accomplishments in the course, skill development, small group reactions and experiences, personal reactions to being in the roles of counselor and counselee, fears, inhibitions, counseling-blocks, etc. You will receive written feedback in your journal each time it is turned in, and the instructor and the Teaching Assistant will use that feedback and dialogue to track your progress in the course. Your MUST have a minimum of THREE typed pages (double-spaced, 12 point font, 1 inch margins) for each week of the semester (No Exceptions). Journals will be turned in at the beginning of each class meeting. This is your opportunity to learn about yourself as a counselor, a student, and as a person, as well as dialogue personally with the instructor on your thoughts, beliefs, and feelings as a counselor-in-training. Journals will be kept confidential between each student, Dr. Dixon, and Blaire. 4. TWO DVD-Recorded Out-of-Class Counsel ing Sessions; TWO DVD Typescripts & Self -Assessments; Weekly Progress Case Notes, (160 points total ) As a course requirement, all students will be paired up in to Counseling Dyads. You will be the counselor and the client with one other student in the course throughout the entirety of the semester; however, Dr. Dixon reserves the right to make adjustments to dyads if needed. This experience will help you to focus on YOURSELF as a racial-cultural person and counselor, will help you to experience the development of the relationship in counseling, and build your personal counseling style and counseling skills. Dr. Dixon expects the entire class experience to be fully interactive; therefore, the CLINIC practice sessions are not simply dyads where students chit-chat (chit-chat is NOT counseling), or where only one person talks and shares and the other remains silent. It will be difficult to show one’s counseling competence if he/she remains silent versus RISKING and trying out the new counseling skills we are learning each week. Each week, Dr. Dixon and Blaire will be observing the dyads from the Audio/Video Room. We will also meet in small groups some weeks for students to observe one another’s DVD sessions.


The overall task in the CLINIC Counseling Practice session is for students to help each other learn. I expect that each student will show that he/she is capable of coping with difficult emotional issues in skill building dyad sessions and in the small group sessions in the same way counselors working with clients must be comfortable interacting with them when clients are struggling with difficult personal topics. Students must demonstrate through their journals and CLINIC counseling practice interactions that they grasp the various intergroup dynamics associated with people from varying racial-cultural groups. Often this means empathy – demonstrating one’s ability to understand other’s beliefs/issues from an intergroup and personal perspective. It also means being able to understand and accept that each individual develops and interacts from the view of their own racial-cultural group, personal worldview, and system. All students in the class are expected to help one another develop these skills and awareness, by using counseling skills; students will help each other deepen his/her understanding of his/her racial-cultural group affiliation as related to his/her personal and professional development. At times, there will be specific assignments for students’ CLINIC Counseling Practice Sessions that will be assigned by Dr. Dixon. As a counselor, you must maintain confidentiality of all sessions, and keep Progress Case Noted for each session. As a client, you are expected to work on an actual issue, not a simulated one. You are expected to include reactions to the interactions in these sessions within your personal journal. Journals will be kept confidential between Dr. Dixon, Blaire, and each student. NO ONE OUTSIDE OF OUR CLASS SHOULD EVER VIEW ANY PORTION OF OUR DVD-RECORDINGS DUE TO CONFIDENTIALITY PURPOSES! Addit ional requirements concerning the Counsel ing Clinic Practice Sessions are below: A - Each student is REQUIRED to keep counseling progress case notes for EACH CLINIC counseling practice session

he/she conducts in which you are the counselor. Dr. Dixon will provide the CLINIC Counseling Progress Case Note forms to keep your record your Case Notes on. The CLINIC Counseling Progress Case Notes you record for each session will be turned in several times throughout the semester for feedback from Dr. Dixon and/or Blaire. Progress Case Notes are worth 20 points of your overall grade in the course.

B – Personally, you will be expected to react to all sessions in your personal journal. THREE Out-of-Class Counsel ing Practice Sessions (DVD-recorded in the Counsel ing Clinic outs ide of class t ime; worth 10 points each) THREE TIMES during the semester, each student dyad is REQUIRED to meet OUTSIDE of class time to run FULL 50 minute counseling sessions where each student is the counselor for 50 minutes (total time for one out of class practice session should be about 120 minutes with a break in between sessions). ONE of the sessions should be in the FIRST HALF of the semester BEFORE you turn in your FIRST TYPESCRIPT and the next TWO sessions should be AFTER you receive you FIRST TYPESCRIPT feedback from Dr. Dixon, Blaire, and your peers. These sessions should be scheduled by students to take place within our COUNSELING CLINIC and should be DVD recorded. Students will need to schedule Clinic rooms on their own in the Clinic log book that Candy/Patty keep in the main office and must ensure that they are the individuals that begin their DVD recording during their sessions (no one else should do this but YOU). Our class DVDs will be kept in Dr. Dixon’s office. This experience allows students-in-training to experience THREE full 50-minute counseling sessions that, due to our limited class time, they will not get to experience each week during our in-class CLINIC Counseling Practice Sessions. Students should plan to meet and conduct their sessions when students’ schedules permit. Students MUST fully report on these experiences within their personal journals and students must take Case Notes on these sessions as they must do for short CLINIC counseling practice sessions we have in class. TWO Counsel ing Dyad Typescripts and Self -Assessment (al l typed) (worth 55 points each) From your DVD recorded CLINIC Counseling Practice sessions, students are required to complete TWO typescripts with you as the counselor. Each typescript must consist of a FULL 15 MINUTE portion of your recorded counseling session with your client (including at least TEN basic counseling skill responses from you). You must type out all of the dialogue between you (the counselor) and your client. The first typescript must be selected from one of you early counseling sessions, and your second typescript must be selected from your latter sessions. You must also include a


typed self-assessment of your work as the counselor within the typescript portion you turn in. Dr. Dixon will hand out exact formats for your self-assessments. *Each typescript, self-assessment, and summary of the session must be submitted in a large manila envelope with the DVD included (please indicated where on the DVD your selected 15 minute portion begins). Dr. Dixon will offer EXACT examples of how to present these. EACH STUDENT WILL BE REQUIRED TO HAVE A MID-SEMESTER, INPERSON PROGRESS MEETING

WITH DR. DIXON AFTER EVALUATION OF THE FIRST TYPESCRIPT. NO ONE OUTSIDE OF OUR CLASS SHOULD EVENO ONE OUTSIDE OF OUR CLASS SHOULD EVE R VIEW ANY PORTION OF OURR VIEW ANY PORTION OF OUR

DVD RECORINGS DVD RECORINGS DUE TO CONFIDENTIALITY PURPOSESDUE TO CONFIDENTIALITY PURPOSES

5. Ora l & Written Peer DVD Feedback & Crit ique Ass ignments , End of Semes ter Peer Feedback Let ters (45 pts) • Each individual student is expected to offer and receive verbal feedback (positive and constructive) with his/her dyad

partner each week after the counseling practice sessions. • There will be several times throughout the semester that you will be expected to view your personal Counseling DVD

individually and journal about your reactions. A large component of learning about our counseling skills and style is to actually watch ourselves in action and evaluate our own development objectively versus simply subjectively.

• At least twice during the semester, you will be expected to review portions of your counseling dyad partner’s and

prepare written DVD-session feedback and critique forms (to be handed out by Dr. Dixon). In addition, in small groups, you will be expected to view portions of OTHER STUDENTS’ counseling practice DVDs and offer VERBAL feedback and critiques. A large component of learning about our counseling skills and style is to actually watch others counseling skills and learn to objectively offer positive and constructive feedback. BEING ABLE TO GIVE AND RECEIVE FEEDBACK IS A SCIENCE AND AN ART, AND AS COUNSELORS, WE MUST KNOW HOW TO DO BOTH EQUALLY EFFECTIVELY. HINT – having your Dyad Counseling practice partner with you may enhance DVD reviewing experience.

• At the end of the semester all student dyads will provide Final Written Feedback Letters to one another concerning personal growth and counseling skill development within a peer supervision model (format to come)

6. Cumulat ive Writ ten F ina l Exam (100 points) True/False, Multiple Choice, Short Answer

Final Course Grading and Evaluation of Students Feedback will be provided to students about their learning and progress through journal feedback, as well as written evaluations before the midpoint of the course if deemed necessary. All assignments, including homework are to be turned in on time and adhere strictly to the assignment instructions; NO late journals are accepted! Evaluation is on a 500 point scale with points assigned to each component of the course. Failure to submit work on time and satisfactorily will result in a point reduction for the course. Your performance will be evaluated and your course grade determined by considering each of the following areas:

Assignment Possible Points % of Grade 1) Class Attendance, Readings, HW Assignments, In-Class Role Plays & Weekly Counseling Dyads, and Small Group Participation 65 13% 2) Readings-Related Pop Quizzes 20 4% 3) Family Tree/Friendship Networks 30 6% 3) Weekly 3-4 Page Personal Journals 80 16%

Final Grading Scale A 92+% (460+ pts) B+ 86-91.9% (430-459 pts) B- 80-85.9% (400-429 pts) C Below 80 (399 – pts) Studen ts who fal l i n t he l ow B or C range in t his cou rse MAY be expe c te d to re take the co urs e .


4) THREE Out of Class Counseling Sessions (10 pts. Each); Case Notes (20 points); First & Second Typescripts & Self-Assessments (110 points; 55 each) 160 32% 5) Oral & Written Peer DVD Feedback and Critique Assignments 45 9% 6) Final Written Exam 100 20%

Possible TOTAL POINTS 500 100%

D a t eD a t e T o p i c sT o p i c s / A c t i v i t i e s/ A c t i v i t i e s A s s i g n m e n t s / R e a d i n g s D U EA s s i g n m e n t s / R e a d i n g s D U E 1) 8/28 Introduction to the Course/Syllabus Refer to Handouts Intro to Counseling Profession READ Syllabus STAGES of Counseling Process Ratings Sheets due September 4th Overview of Helping Models/Hierarchy of Skills BRING DVD-RW next week! Baseline Assessment of Counseling Skills 2) 9/4 Creating a Healing Environment for Counseling Journal #1 Helping and Healing across Cultures/Multiculturalism Bring one item for a Healing Env.* Ethical Competence – Confidentiality & Informed Consent Family Tree/Friendship Network Small Groups Ivey & Ivey, pp. 1-61 Course Pack/Handouts Meier & Davis, Chapter 1

For September 4 th - - - Please LABEL your DVD-RW AND your DVD BOX with a BLACK Sharpie (easily legible) as follows:

A. Counselor MHS 5005

Dr. DIXON Fall 2007

3) 9/11 Ethical Competence – Confidentiality & Informed Consent Journal#2 - Cultural Autobiography Beginning and Ending Sessions; Structuring Ivey & Ivey, pp. 1-61 Meeting and Greeting Clients/Building Rapport Review 2005 ACA Code of Ethics

Creating Relationships/BEING with Clients (online at www.counseling.org) Counseling Progress Case Note Taking Meier & Davis, Chapters 1 and 5 Counseling Dyads & Small Groups Course Pack/Handouts 4) 9/18 Structuring the Counseling Relationship/ Journal #3 Intentionality, Support, Empathy, Genuineness, & Trust Ivey & Ivey Chapters 3 & 5 Attending Skills- Verbal & Non-Verbal Course Pack/Handouts Client Observation- Verbal & Non-Verbal Meier & Davis, Chapter 2 Basic Responding/Reflection Skills: Content Counseling Dyads

Fall 2007 Fall 2007 -- MHS 5005 Introduct ion to CounselingMHS 5005 Introduct ion to Counseling

T e n t a t i v e S c h eT e n t a t i v e S c h e d u l e o f C l a s s e s a n d d u l e o f C l a s s e s a n d A s s i g n m e n t sA s s i g n m e n t s


5) 9/25 Responding/Reflection Skills: Content Journal # 4 Encouraging, Paraphrasing, Restating, Summarizing Ivey & Ivey Chapter 6 Interrupting Clients – Cultural Implications Meier & Davis, Chapter 5 Self-Disclosure in Counseling Course Pack/Handouts

Counseling Dyads 6) 10/2 Encouraging, Paraphrasing, Restating, Summarizing (cont.) Journal # 5 Exploring with Clients Ivey & Ivey, Chapter 7

Responding/Reflection Skills: Feeling Use of Silence Meier & Davis, Chapter 3 Counseling Dyads & Small Groups Course Pack/Handouts

** Your first Required 50 minute Out-of Class Taping should be completed BEFORE you turn in your typescript.

Be sure to hand in Case Notes for your 50 minute sessions.** 7) 10/9 Questioning – Open & Closed Journal # 6 Responding/Reflection Skills: Feeling & Meaning Ivey & Ivey Chapters 7, 8, & 11 Small Groups & Counseling Dyads Meier & Davis, Chapter 4 Course Pack/Handouts *Typescript/Self Assessment #1 8) 10/16 Mid-Semester Review Journal #7 Responding/Reflection Skills: Content, Feeling, & Meaning Ivey & Ivey, Chapters 7, 8, &11, Challenges Counselors May Experience Course Pack/Handouts Counseling Dyads 9) 10/23 Responding/Reflection Skills: Content, Feeling, & Meaning Journal #8 Immediacy/Here-and-Now Techniques CATCH-UP on TEXT Readings INTUITION in Counseling Ivey & Ivey, Chapter 8 Small Groups & Counseling Dyads Course Pack/Handouts DISCUSSION of Love’s Executioner Love’s Executioner 10) 10/30 Challenging & Confrontation Techniques Journal #9 Intro to Focusing & Influencing Skills Ivey & Ivey, Chapters 9 & 10 Resistant & Reluctant Clients . . . . ??? Meier & Davis, Chapter 4 Counseling Dyads & Small Groups Course Pack/Handouts 11)11/6 Focusing, Influencing, & Personalizing Skills (cont.) Journal #10 Challenging & Confrontation Techniques (cont). Ivey & Ivey, Chapters 9, 10, 11, 12 Initiating –Case Conceptualization & Interpretation Meier & Davis, Chapters 4 & 5 Goal Setting with Clients / ACTION Stage Course Pack/Handouts Counseling Dyads & Small Groups 12) 11/13 Treatment Planning & Goal Setting with Clients/ACTION Stage

Interpreting/Reframing Skills; Recycling Journal #11 Giving Info & Teaching Ivey & Ivey, Chapters 12 & 13 Counseling Dyads & Small Groups Course Pack, pp. 49-61; 106-108; 127-128 Course Pack/Handouts

**Your other TWO Required 50 minute Out-of Class Tapings should be completed BEFORE you turn in your typescript. Be sure to hand in Case Notes for your 50 minute sessions.**

13) 11/20 Interpreting/Reframing Skills Journal #12 SUICIDE ASSESSMENTS Ivey & Ivey Chapters 13, 14, & 15

INTAKE INTERVIEWING Meier & Davis, Chapter 6 Skills & Theory Integration

NEW Counseling Dyads Termination/Ending the Relationship


14) 11/27 Course Catch-Up! Students’ Choice of Topic! *FINAL Journal #14 – What have you

Termination/Ending the Relationship learned about you? Applying Microskills in Brief Counseling & Group Counseling Review of Ethics/Multicultural Competence

15) 12/4 Readings Review & Discussion; Course Review *Typescript/Self Assessment #2

FINAL Assessments of Counseling Skills * Peer Feedback Letters DUE Butterfly Awards & End of Semester Celebration Instructor & Course Evaluations TERMINATION of Semester Counseling Relationships & Processing

1 6 ) 1 6 ) 1 21 2 // 1 11 1 W r i t t e n F I N A L E X A M a n d C o u n s e l i n g D y a d s W r i t t e n F I N A L E X A M a n d C o u n s e l i n g D y a d s T e r m i n a t i o n a n d P r o c e s s i n gT e r m i n a t i o n a n d P r o c e s s i n g

“What you DO in counseling is important; WHO you are is what your clients will remember Explore. Teach. Give. Learn. Dream. Discover. Know Yourself."

Telephone NumTelephone Num bers for bers for the University of Florida the University of Florida Mental Health Mental Health

ServicesServices

1. Student Mental Health (24 Hours) 352-392-1171 2. Crisis Intervention Center (24 Hours) 352-264-6789 3. University Counseling Center (8:00 AM to 5:00 PM) 352-392-1575 301 Peabody Hall 4. Office for Student Services (8:00 AM to 4:30 PM) 352-392-1261 P202 Peabody Hall 5. Career Resource Center (8:00 AM to 5:00 PM) 352-392-1601 Reitz Union


G u i d e l i n e s fG u i d e l i n e s f o r C o n d u c t i n g & o r C o n d u c t i n g & D V D R e c o r d i n g D V D R e c o r d i n g P r o f e s s i o n a l P r o f e s s i o n a l C o u n s e l i n g S e s s i o n sC o u n s e l i n g S e s s i o n s

M H S 5 0 0 5 M H S 5 0 0 5 –– I n t r o d u c t i o n t o C o u n s e l i n g I n t r o d u c t i o n t o C o u n s e l i n g

1. Dress professionally and appropriately. It is also crucial to dress COMFORTABLY so you will

be able to focus on your client and his/her content, feelings, and meaning.

-- -- -- PROFESSIONAL PROFESSIONAL DRESSDRESS EXPECTATIONS EXPECTATIONS-- -- -- Female Students: NO short shorts, NO short miniskirts or dresses, & NO revealing tank tops

please Male Students: NO short shorts & NO revealing tee-shirts please Female/Male Students: NO distracting jewelry and please attempt to keep your hair OUT of your eyes

– this can be very distracting for you and for clients. 2. Prior to every session, always test your DVD-recording equipment and place it on stand-by. 3. Prior to every session for individual counseling, arrange the chairs so that the camera and/or DVD-

recording equipment will view both your face as well as your client's face. 4. Prior to every session, meet your client a few minutes prior to your scheduled counseling session with a

warm and inviting smile. Lead them to the counseling space/office. 5. For a first-time session, thank your client for coming, introduce yourself, briefly explain confidentiality

(that everything said during the session is confidential unless he/she indicates that he/she plans to "harm themselves or someone else” and the other exceptions to confidentiality. You should then explain the informed consent form and have client sign it (clients should have signed prior to this; if not have him/her sign it).

6. For a first-time session, you should then inform your client that only you, your student colleagues, your

doctoral teaching assistant, and Dr. Dixon will see your DVD and that it will be erased or destroyed at the end of the semester. Let your client know that others will view your DVD and the emphasis will be on you as the counselor, not him/her as "client," and that you will be taping for a half-hour or so, etc.

7. For a first-time session, you should also provide your client with a copy of the emergency phone

numbers (let him/her know that you are required to do this). 8. For EVERY session, be sure to allow enough time at the end to close the session professionally and

appropriately. Be sure to always thank your client again and let them know when/where you will meet next.

NO ONE OUTSIDE OF OUR CLASS SHOULD EVER VIEW ANY PORTION OF NO ONE OUTSIDE OF OUR CLASS SHOULD EVER VIEW ANY PORTION OF

OUR OUR


DVD RECORDINGS DVD RECORDINGS DUE TO CONFIDENTIALITY PURPOSESDUE TO CONFIDENTIALITY PURPOSES . .

Your Counselor PYour Counselor Professionalism BEGINSrofessionalism BEGINS TODAY, RIGHT NOW TODAY, RIGHT NOW!!!!!! University of Florida Department of Counselor Education

MHS 5005 Introduction to Counseling

CONSENT TO PARTICIPATE IN COUNSELING DYAD CONSENT TO PARTICIPATE IN COUNSELING DYAD DVD RECORDINGSDVD RECORDINGS Fall Fall 20072007

(Each Student must complete these prior to your DVD-recorded Dyad Sessions)

Please turn these in to your Doctoral T.A., Blaire Cholewa, by Week 4, September 18, 2007

You are being asked to sign this consent form acknowledging that you give your permission to act as a counselee during the Fall 2007 University of Florida MHS 5005 Introduction to Counseling course. All simulated counseling session with your student counselor will be DVD-recorded and audiotaped. At the end of the semester the DVDs will be erased or destroyed. If you have any questions concerning this form or this requirement for the course, please contact Dr. Andrea Dixon at 352-392-0731 Ext. 238 or at [email protected]

I, ___________________________________________________________, give my consent to be audio and/or STUDENT CLIENT PRINT NAME DVD-recorded in the UF Counseling Clinic as a student counselor and a student counselee for the purposes of professional counselor training in the MHS 5005 Introduction to Counseling course during the Fall 2007 semester. I understand that this is a requirement of the course. I also give my permission for the release of my DVD-recorded Student Counseling sessions to Andrea L. Dixon, Ph.D. and Ms. Blaire Cholewa (Doctoral T.A.) for supervision purposes in the MHS 5005 Introduction to Counseling course. I understand that my DVD recording will be used for instructional purposes only, and that my anonymity and confidentiality will be maintained so far as possible. I give permission for the DVD to be shown in the course and/or in class small group sessions with the above-named counseling student present for the purpose of written and oral feedback from Dr. Dixon, my Doctoral T.A., and/or my colleagues. I fully understand the use of any DVD record of my work with the above-named counseling student and understand fully the conditions of this agreement as herein stated.

2007 Fall Semester Student Dyad Signatures: Student Client’s Signature: _______________________________________________ Date: _______________________ Student Counselor’s Signature: ____________________________________________ Date: _______________________


NO ONE OUTSIDE OF OUR CLASS SHOULD EVER VIEW ANY PORTION OF NO ONE OUTSIDE OF OUR CLASS SHOULD EVER VIEW ANY PORTION OF OUR OUR

RECORDED DVDS RECORDED DVDS DUE TO CONFIDENTIALITY PURPOSESDUE TO CONFIDENTIALITY PURPOSES

University of Florida Department of Counselor Education MHS 5005 Introduction to Counseling

STUDENT ACKNOWLEDGEMENT OF HAVING COMPSTUDENT ACKNOWLEDGEMENT OF HAVING COMP LETELY READ THE LETELY READ THE

ABOVE MHS 5005 ABOVE MHS 5005 FallFall 2007 2007 COURSE SYLLABUS COURSE SYLLABUS

(Each Student is asked to sign this acknowledgement of having fully read the course syllabus) Please turn in to Dr. Dixon or Blaire by Week 2, September 4, 2007

I, ___________________________________________________________ am a student in the Fall 2007 PRINT NAME MHS 5005 Introduction to Counseling course. My signature below indicates that I have fully and completely read the course syllabus and understand the course objectives, design, applicable professional standards addressed in the course (national and state), expectations, requirements, and assignments. Student Signature: ______________________________________________ Date: _______________________ ** For SCHOOL COUNSELING TRACK Students only: My additional signature below indicates that I have read and understand the Florida “Accomplished Practices” for School Counselors and the Indicators and Ratings that I will be evaluated on in the MHS 5005 course. Student Signature: ______________________________________________ Date: _______________________

MHS 5005 Introduction to Counseling Fall 2007Intentional interviewing and counseling: Facilitating...

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