1

CO 507: Clinical Counseling Skills

Professor: Kateryna Kuzubova, PhD

Email: kkuzubova@gordonconwell.edu

Office hours: will be posted on the office door, virtual meetings are available per

arrangements

Spring Semester, 2018

Mondays, 9:10-12:10 p.m.

Course Description

• The course serves as a complement to CO 500, where theories of counseling are presented,

with their corresponding pragmatic examples covering diverse approaches

• It seeks to apply theoretical frames of mind to practical aspects in counseling, by focusing on

skills and strategies of clinical nature

• It also serves as a proactive training in preparedness to (or concurrently taken with) to engage

in practicum and internship experiences, in placements under supervision

Knowledge Base:

The material in this course is designed to meet Massachusetts’ statues and regulations of 262

CMR 2.00: Requirements for Licensure as a Mental Health Counselor, which state that persons

seeking training for a Licensed Mental Health Counselor must have graduate coursework in

Counseling Theory and Clinical Skills 2.05: Education and Degree Requirements: Post-July 1,

2017; 3(a) 1. & 5.

The objectives of this course are designed to meet Council for Accreditation of Counseling and

Related Educational Programs (CACREP; 2016) requirements of Section II, F, 5 relating to the

core component of Counseling and Helping Relationships, including

(f) counselor characteristics and behaviors that influence the counseling process (g) essential

interviewing, counseling, and case conceptualization skills (h) developmentally relevant

counseling treatment or intervention plans (i) development of measurable outcomes for clients (j)

evidence-based counseling strategies and techniques for prevention and intervention

(n) processes for aiding students in developing a personal model of counseling

Course Objectives

• The course is geared to the student's development as a professional counselor — defined in

terms of identity, ethical stances, efficacy in employing skills and strategies, and boundaries.

Relatedness to other professionals — peers, supervisors, trainees — and to agencies, are

added dimensions of this course.

• The course lays the groundwork for the acquisition and utilization of strategies and skills in

counseling. Intake interviews, assessment, formulation, diagnostic impression, and

disposition of cases, as well as choice of treatment modalities and strategies to be employed,

are part of the content to be covered in classes.

2

• The student will learn diverse approaches, practices, and skills to be used in the practice of

individual, couple, family, and group counseling

• Students will have the opportunity to practice their listening skills, as well as to observe the

process of counseling, by means of experiential triads

• Students will have the opportunity to enhance their writing skills by means of observational

reports gathered from the experiential triads and deliver them as assignments after these

experiences have taken place, as well as transcription of their sessions with a critical analysis.

Required Texts:

Mark E. Young (2012) Learning the Art of Helping: Building Blocks and Techniques (5th ed.).

Merrill Counseling. ISBN-13: 978-0132627504; ISBN-10: 0132627507

Additional readings are going to be provided by the instructor online, in the form of peer-reviewed

articles and book chapters. Please refer to the schedule at the end of this document.

Recommended Texts

Egan, G. (2013). The Skilled Helper: A Problem Management and Opportunity

Development Approach to Helping (10th Ed.). Brooks Cole. ISBN–

10: 1285065719; ISBN–13: 978-1285065717.

Egan, G. (2013). Student Workbook Exercises for Egan’s The Skilled Helper, 10th ed.

Brooks Cole. ISBN-10: 1285067533; ISBN-13: 978-1285067537

*Please follow the reading schedule and read prior to coming to the class. This will enhance

the class discussions and learning, and will help you to stay on the top of your

assignments.

Statement of Confidentiality: Because self-analysis is so important to promote understanding

ourselves, and therefore important to counseling, each of you will be introspecting and analyzing

yourselves. This is a course that will involve some self-examination and some degree of sharing

personal information with the class. Therefore, students must be sensitive to the right to privacy

of other students. It is important to be discrete and appropriate in your personal sharing in our

“classroom”; therefore, be VERY mindful of what personal information you share. It is

important to self-disclose about yourself; BUT ALSO, to be very mindful of what you share in

“class” and NOT to share those personal things that you might regret sharing, at some later point.

Further, you must be sensitive to the privacy of your fellow students, and that all information

shared REMAIN CONFIDENTIAL!

Course Format:

• Lectures will be supplemented with class discussion of cases, audio-visual aids, and

participation in experiential triads

• The last day to submit written work is Monday, May 7, 2018 by 4:00 p.m.

o For May and October Graduates, the last day is Friday, April 27, 2018

• The course will run from January 29th. until May 4th., 2018

• Reading Weeks: February 19th. – 23th; March 26th. – 30th., 2018

3

• Any extension beyond the deadlines stipulated in this syllabus will need to be filed

with the registrar, demonstrating the cause for such

• Last day to file extension petitions is May 7, 2018

• Final grades for Spring Semester are due in the Registrar Office on June 4th.

Class Attendance and Participation.

Students are expected to attend all classes and to participate actively. Absences due to illness or

emergency must be discussed in advance with the instructor, and makeup assignments arranged

at that time. Student can miss only one class due to life circumstances, more than one (1) absence

will result in lowering grade by one letter grade (e.g., final grade A will be lowered to A-).

Students will complete all reading and other assignments ON TIME. If life intervenes to prevent

you from turning in an assignment on time, I will honor your prioritization of your life over

schoolwork and the grade penalty is 1 point per day including weekends with no late assignment

accepted more than one (1) week late. Walker Percy said, “You can get straight A’s and flunk

life.” Choose life and incur the grade penalty.

Course Requirements

• Reading Log

• In order to develop an adequate and solid foundation in clinical counseling, students are

expected to read from a variety of sources to complement areas of understanding and be

aware of current trends and investigations

• Books may be chosen from the references list attached to this syllabus, or selected by the

student as long –as they fall into the categories and issues which are dealt with in the

course. In addition to books, peer-reviewed journal articles and monographs may also be

utilized, relevant to theory and practice. A reading log will be submitted with the

following features:

—Date of each reading

—Author (s) of the reading material

—Title of the book, chapter, journal article, date of publication, etc.

—Number of pages (logging each entry and a cumulative total of the pages

read at the end — at the right bottom corner)

• A grade will be assigned to the reading. The expected levels are set at: 1000 pages =

A's. At the lower limit, 600 pages = C's

• Failure to provide the log in this format will result in grade penalties. To be posted on

SAKAI, with student’s name, course number, and “Reading Log” title, date

• *the file name (submitted at the end of the semester) should follow the following

format: kkuzubova_CO507_readinglog_05_07_2018.doc

• Due on May 7, 2018

• It represents 20% of the final grade.

2. (a) Observational Feedback Papers

• As the course progresses, the class will have opportunities to practice counseling skills.

Students are expected to work in triads, with the following roles to be enacted:

4

1. Counselee: The person presenting a problem. (The problem may be prepared in advance,

to be enacted by the counselee)

2. Counselor: the person serving as a therapist

3. Observer: a person acting as an observer, recording the interaction in terms of

expressions, empathy, warmth, concern, objectivity, and any important aspect of the

relationship

• Students engaged in such triads will rotate in their roles, as to promote a learning

experience of interpersonal nature, from all sides.

• The student acting as the observer of the triad will provide a feedback report on the

experience. The elements of the papers include descriptive, critical, and prescriptive

aspects. A form is provided, with specific items which, as a whole, serve as a guideline

for the assignment and the criteria for grading such. During the course of the semester,

students will turn two observational feedback reports

• A guideline is provided with several observational, experiential, and personal learning

categories to be addressed. A grading criteria is provided, applicable to these

• The papers will not exceed five (5) pages, double spaced, 12 pt. font

• These observational reports will be due in class, the week after the experiential triad

session has taken place

• These papers represent 25 % of the final grade

2. (b) Video Recording and Transcription (35%). To develop your counseling skills, you will

videotape one mock counseling session as you work in triads (when it is your turn to be a

counselor). The recording and transcription is DUE two (2) weeks after you counseled in triads.

• This counseling session will involve a demonstration of basic counseling skills (e.g.

active listening, empathy, probing and summarizing).

• The taped sessions you decide to transcribe on should be no more or less that 15

minutes (please indicate in your transcription the time period you are transcribing, or

cut the video file accordingly).

• During the class, you will receive feedback from a client and an observer on the

session, take some notes to incorporate in your transcription analysis.

• At home transcribe the session verbatim (including Hmm sounds), and provide a

detailed written analysis of the session which integrates your perceptions and the

feedback you received. For this purpose, choose three (3) counselor responses you

feel you can learn from the most. In the transcription, after each chosen counselor

response indicate in either bold print or italics:

The intent of your response (‘I wasn’t thinking’ is an acceptable intent)

Your perception of the client’s response and the impact it had on him/her

Type of response you made

A possible alternative response that you might have made

Similarly, identify five (5) counseling skills you’ve used and name them in (parentheses and

different color) [e. g, summary or open-ended question, reflection of the feeling, identifying a

feeling, etc.]. Please look for different skills.

5

For this task, please submit:

• The cover story: the psychosocial/clinical background for the case

• The recorded session

• Brief cover story: the psychosocial/clinical background for the case (e.g., client is

Caucasian female, 30 years old, came to see a therapist with the symptoms of anxiety.

Client reported these symptoms persisting for the past two months with a recent panic

episode: one week ago. Client shared that she got a notice, four months ago, that her

job project will end, so as her employment. The client is currently looking for a new

job and has a month left at her current position) followed by the transcription with

your analysis.

ALL RECORDINGS WILL BE ERASED at the last class.

PLEASE DO NOT USE THE REAL NAME OF THE PERSON YOU TAPE.

3. A case presentation — based upon the practical experience gathered from practical triads

conducted during the course. Such feedback paper should reflect the aspects of the case

counseled (I would encourage you to select the same case as you transcribed to lessen the

burden and work with the same client), with descriptive information (database for chief

complaints, the history leading to present problems, the symptomatology, social/family and

personal data) on the counselee. Also, based upon such, the paper should reflect analytical or

interpretative aspects of the mental status, the formulation of the case from a given

theoretical perspective (psychodynamic, cognitive, behavioral, systemic, solution focused),

and an impression or probable diagnosis of the case. Besides, the disposition and choice of

treatment modality and the approach utilized need to be stated. Finally, a personal statement

about the experience in general, reflecting personal learning, should be included

• A guideline is provided in order to facilitate the writing of the case: It includes the

person’s identification, chief complaint, history of the problem; personal / family /

social / etc. history; mental status; formulation; impression/diagnosis; disposition.

• The paper is limited to ten (10) pages (can be less then 10 pages if concisely and

sufficiently written), double-spaced, in APA style, plus title page and references

(excluded from page limit).

• Due on: May 7, 2018

• It represents 25 % of the final grade)

4. Final exam

• A final take-home exam (online) will be open the week prior to exam week (April 23,

2018, at midnight)

• The exam will be of varied elements: Multiple choices, T/F, and short answers.

• Its content is gathered from the clinical skills and strategies covered in the textbook,

and the class presentations/discussions

• The exam will be open book, time limited.

• The exam will be due on April 30, 2018 at midnight

• It will represent 30 % of the final grade

6

Grading:

The instructor uses the following grading system:

Accommodations: Section 504 of the Rehabilitation

Act of 1973 and the Americans with Disabilities Act

of 1990 offer guidelines for curriculum modifications

and adaptations for students with documented

disabilities. Gordon-Conwell Theological Seminary

(GCTS) is in compliance with the provisions of the Americans with Disabilities Act. If you have

a disability, which meets GCTS' Disability Accommodation Policy, first inform Student Life

Services in writing. Then discuss with your professor the disability requiring accommodation.

Electronic Devices: Students have the instructor’s permission to record lectures as long as this

can be done unobtrusively. Ringing and beeping pagers and cell phones are disruptive to the

classroom learning environment. As a courtesy to others, I expect students will turn off audible

signals for these devices while attending class.

Laptop Computers, PDAs, Smart Phones, etc.: Students may use laptop computers to take notes

in class, when appropriate. The instructor considers it disrespectful, however, when students use

laptops, PDAs, and/or cell phones to check email, surf websites, or send/receive text messages

during class time. Any student who experiences the need to surf the web, text, or email during

class time should leave class until such time as the student is able to fully participate in and

contribute to the learning process. Students in violation of this policy will be asked to leave class

to tend to their business. “Ability to return” will be determined by conference between the violator

and the instructor.

Points Percentage

A 475-500 94-100%

A- 460-475 90-93.99%

B+ 445-459 87-89.99%

B 430-444 84-86.99%

B- 415-429 80-83.99%

C+ 400-414 77-79.99%

C 385-399 74-76.99%

C- 370-384 70-73.99%

D+ 355-369 67- 69.99%

D 340-354 64 - 66.99%

D- 325-339 60 - 63.99%

F ≤324 ≤59.99%

Assignment Points

Transcription 100 points (20% of the

final grade)

Two Observational

Reports

50 points each = 100

points (20 % of the

final grade)

Case Presentation 125 points (25%of the

final grade)

Reading Log 75 points (15% of the

final grade)

Final Exam 100 points (20%of the

final grade)

Total: 500 points

7

Tentative Class Schedule

Date Class Content Reading

01/29/2018 Introduction to the course

✓ Formation of therapeutic,

experiential triads

Book Chapters 1 and 2:

• Helping as a Personal Journey

• The Therapeutic Relationship

Auger, R. W. (2004). What we don’t know can hurt

us: Mental health counselors’ implicit assumptions

about human nature. Journal of Mental Health

Counseling, 26, 13-24.

02/05/2018 Humanistic Approach

Assessment and Case Formulation,

Clinical Writing: Progress Notes

Book Chapters 3 and 4:

• Invitational Skills;

• Reflecting Skills: Paraphrasing

Pearson, Q. (1999). Integrative empathy: Training

counselors to listen with a theoretical ear. Journal of

Humanistic Counseling, Education and

Development, 38, 13-18.

02/12/2018 Assessment, Goal Setting and

Treatment Plan

Book Chapter 5 and 6:

• Reflecting Skills: Reflecting Feelings

• Advanced Reflecting Skills: Reflecting

Meaning and Summarizing

Nelson (2002). An assessment-based model for

counseling. Journal of Counseling and

Development. 80 pp. 416-421

02/19/2018 Holiday: President’s Day – NO

CLASS

Reading Week – 1

02/26/2018 Psychoanalytic-Psychodynamic

Skills and Interventions.

Book Chapter 8:

• Assessment and Goal Setting

Clark, A. (1991). The identification and

modification of defense mechanisms in counseling.

8

Journal of Counseling and Development, 69, 231-

236.

Shedler, J. (2010). The efficacy of psychodynamic

psychotherapy. American Psychologist, 65, 98-109

03/05/2018 Motivational Interviewing

Book Chapter 7, 9 and 10:

• Challenging Skills;

• Change Techniques, Part I;

• Change Techniques, Part I

03/12/2018 Cognitive-Behavioral skills and

strategies

Hazlett-Stevens H., & Craske M (2002). Brief

cognitive-behavioral therapy: Definition and

scientific foundation. In Handbook of Brief

Cognitive Behavior Therapy. Edited by Frank W

Bond and Windy Dryden. John Wiley & Sons, Ltd.

ISBN 0-470-02132-2

03/19/2018 Cognitive-Behavioral Skills and

Strategies.

Butler, A. C., Chapman, J. E., Forman, E. M., &

Beck, A. T. (2006). The empirical status of

cognitive-behavioral therapy: A review of meta-

analyses. Clinical Psychology Review, 26, 17-31.

03/26/2018 Reading Week -2 NO CLASS

Holiday: Good Friday – March

30th

04/02/2018 Dialectical Behavior Therapy Skills

and Strategies. Robins, C. J., & Chapman, A. L. (2004). Dialectical

behavior therapy: Current status, recent

developments, and future directions. Journal of

Personality Disorders, 18(1), 73-89.

doi:10.1521/pedi.18.1.73.32771

Neece, C. L., Berk, M. S., & Combs-Ronto, L. A.

(2013). Dialectical behavior therapy and suicidal

behavior in adolescence: Linking developmental

theory and practice. Professional Psychology:

Research and Practice, 44(4), 257-265.

doi:10.1037/a0033396

04/09/2018 Solution Focused Techniques and

Interventions

Berg DeShazer (n.d.). Solution Focused Brief

Therapy.

9

04/16/2018 Adlerian strategies and skills in

counseling. Hamm, J. S., Carlson, J., & Erguner-Tekinalp, B.

(2016). Adlerian-based positive group counseling

interventions with emotionally troubled youth. The

Journal Of Individual Psychology, 72(4), 254-272.

doi:10.1353/jip.2016.00

04/23/2018 Narrative Therapy: techniques and

Interventions

Book Chapter 11:

✓ Evaluation, Reflection, and Termination

04/30/2018 Multicultural Considerations in

Counseling Clients

Wrap-Up

Final Exam Due at Midnight

Book Chapter 12: Skills for Helping Someone Who

Is Different

Kazdin, A. E. (2008). Evidence-based treatment and

practice: New opportunities to bridge clinical

research and practice, enhance the knowledge base,

and improve patient care. American Psychologist.

63(3), 146-159 DOI: 10.1037/0003-066X.63.3.146

05/07/2018 Case Presentation Due

Reading Log Due

The instructor reserves the right to make changes to the schedule as she deems necessary or appropriate. The changes will be

discussed in the class and send to the student via GCTS emai

10

References

Beck J. S. (2011). Cognitive Behavior Therapy, Second Edition: Basics and Beyond. (2nd ed.).

Guilford Press. ISBN-13: 978-1609185046

Carkhuff. R. R. (2009). The Art of Helping. Human Resources Development Press.

Carkhuff. R. R. (2010). The Student Workbook for the Art of Helping. Human Resources

Development Press.

Carkhuff, R. R., Berenson, B. G., & Tamagini, T. (2014). The Heart of Empathy. HRD Press.

Chapman, A. L., Gratz, K. L., & Tull, M. T. (2011). The Dialectical Behavior Therapy Skills

Workbook for Anxiety: Breaking Free from Worry, Panic, PTSD, and Other Anxiety

Symptoms. New Harbinger

Chapman, A. L., Gratz, K. L., & Linehan, M. M. (2015). The Dialectical Behavior Therapy

Skills Workbook for Anger: Using DBT Mindfulness and Emotion Regulation Skills to

Manage Anger. New Harbinger.

Clark, D. A. & Beck, A. T. (2011). The Anxiety and Worry Workbook: The Cognitive Behavioral

Solution. The Guilford Press.

Dattilio, F. M., and Freeman, A. (Eds.) (2010). Cognitive-Behavioral Strategies in Crisis

Intervention, Third Edition. The Guilford Press.

Egan, G. (2013). The Skilled Helper: A Problem-Management and Opportunity-Development

Approach to Helping (HSE 123 Interviewing Techniques) 10th Edition. Brooks Cole.

Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (2010). Essential Interviewing: A

Programmed Approach to Effective Communication (HSE 123 Interviewing

Techniques) 8th Edition. Brooks-Cole.

Floyd, S. (2008). Crisis Counseling: A Guide for Pastors and Professionals. Kregel Academic.

Gallardo, M. E., Yeh, C. J., Trimble, J. E., & Parham, J. (Eds.) (2011). Culturally Adaptive

Counseling Skills: Demonstrations of Evidence-Based Practices. Sage Publications.

Heaton, J. A. (1988). Building Basic Therapeutic Skills: A Practical Guide for Current Mental

Health Practice. Jossey-Bass.

Herman, J. (2015). Trauma and Recovery: The Aftermath of Violence--From Domestic Abuse to

Political Terror. Basic Books.

Howard, S. (2009). Skills in Psychodynamic Counselling and Psychotherapy (Skills in

Counselling & Psychotherapy Series). Sage Publishers.

Jacobs. E. E., Masson, R. L. & Harvill, R. L. (2008). Group Counseling: Strategies and

Skills, 6th Edition. Brooks Cole.

Jacobs, E. E., Masson, R. L., Harvill, R. L. & Schimmel, C. J. (2011). Group Counseling:

Strategies and Skills, 7th Edition. Thomson/Brooks-Cole.

James, R. K., & Gilliland, B. E. (2016). Crisis Intervention Strategies, 8th Edition. Brooks Cole.

Joyce, P. & Sills, C. (2014). Skills in Gestalt Counselling & Psychotherapy (Skills in

Counselling & Psychotherapy Series). 3rd Edition. Sage Publishers.

Kernberg, O. (1993).Severe Personality Disorders: Psychotherapeutic Strategies. Reprint

Edition. Yale University Press.

Knapp, H. E. (2014). Therapeutic Communication: Developing Professional Skills. 2nd Edition.

Sage Publications.

Knaus, W.J., & Ellis, A. (2012). The Cognitive Behavioral Workbook for Depression: A Step-by-

Step Program. New Harbinger Publications.

Leahy, R. L. (2003). Cognitive Therapy Techniques: A Practitioner's Guide. The Gilford Press.

11

Linehan, M. M. (2014). DBT® Skills Training Handouts and Worksheets, Second Edition 2nd

Edition. New Harbinger.

Levers, L. L. (2012). Trauma Counseling: Theories and Interventions. Springer.

McKay, M., Wood, J. C., & Brantley, J. (2007). The Dialectical Behavior Therapy Skills

Workbook: Practical DBT Exercises for Learning Mindfulness, Interpersonal

Effectiveness, Emotion Regulation & Distress Tolerance. New Harbinger.

Patterson, J., Williams, L., Edwards, T. M., Chamov, L., & Grauf-Grounds, C. (2009). Essential

Skills in Family Therapy: From the First Interview to Termination, 2nd Edition. The

Guilford Press.

Pollack, S. M., Pedulla, T., & Siegel, R. D. (2014). Sitting Together: Essential Skills for

Mindfulness-Based Psychotherapy. The Guilford Press.

Ratner H. & George E. (2012). Solution Focused Brief Therapy: 100 Key Points and Techniques.

(1st ed.). Routledge ISBN-13: 978-0415606134

Reiter, M. M. (2007). Therapeutic Interviewing: Essential Skills and Contexts of

Counseling. Pearson.

Roberts, A. R. (2005). Crisis Intervention Handbook: Assessment, Treatment, and Research. 3rd

Edition. Oxford University Press.

Rolnick, S., Miller, W. R. & Butler, C. C. (2007). Motivational Interviewing in Health Care:

Helping Patients Change Behavior (Applications of Motivational Interviewing). The

Guilford Press.

Rosengren, D. B. (2009). Building Motivational Interviewing Skills: A Practitioner Workbook

(Applications of Motivational Interviewing). The Guilford Press.

Sbanotto, E. A., Gingrich, H. D., and Gingrich, F. C. (2016). Skills for Effective Counseling: A

Faith-Based Integration (Christian Association for Psychological Studies Books). IVP

Academic.

Summers R.F. & Barber J.P. (2013). Psychodynamic Therapy: A Guide to Evidence-Based

Practice. (Reprint ed.). Guilford Press. ISBN-13: 978-1462509706

Tolan, J. (2012). Skills in Person-Centered Counselling & Psychotherapy (Skills in Counselling

& Psychotherapy Series) 2nd ed. Edition. Sage Publishers.

Van Dijk, S., & Segal, Z. V. (2009). The Dialectical Behavior Therapy Skills Workbook for

Bipolar Disorder: Using DBT to Regain Control of Your Emotions and Your Life. New

Harbinger.

Willard, C. & Saltzman, A. (2015). Teaching Mindfulness Skills to Kids and Teens. The Gilford

Press.

Wright, H. N. (2011). The Complete Guide to Crisis & Trauma Counseling: What to Do and Say

When It Matters Most! Bethany House Publishers.

12