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COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Course Syllabus
COU 5365 Advanced Techniques
Spring 2018
Hybrid
Instructor Information
Kaylene Brown, PhD,. LPC-S, NCC
Office Location: Behavioral Sciences Building, Room 111-A
Office Hours: By appointment
Phone: 806-239-2638
Email: [email protected]
Course Description
An overview of the interpersonal processes involved in counseling including an examination of therapeutic
qualities, decision making capabilities, and the elements necessary for effective counseling. Supervised
experience in counseling through role-play, recorded interviews, observation analysis, and evaluation of
interviewing techniques.
Prerequisites: COU 5360 Counseling Theory and Practice; COU 5361 Techniques of Individual and Family
Counseling
Learning Outcomes
Upon completion of this course, students will demonstrate appropriate competency related to the following
areas of the counseling profession based on an understanding of the following 2016 CACREP standards:
Standard Core Category Standard Methods of
Evaluation
2.F.5.a. COUNSELING
AND HELPING
RELATIONSHIPS
Theories and models of counseling Graded Papers
Research
Role plays
Case studies
Discussions
Class assignments
2.F.5.b. COUNSELING
AND HELPING
RELATIONSHIPS
A systems approach to conceptualizing
clients.
Graded Papers
Research
Role plays
Case studies
Discussions
Class assignments
2.F.5.c. COUNSELING
AND HELPING
RELATIONSHIPS
Theories, models, and strategies for
understanding and practicing
consultation.
Graded Papers
Research
Role plays
Case studies
Discussions
Class assignments
2.F.5.d. COUNSELING
AND HELPING
RELATIONSHIPS
Ethical and culturally relevant strategies
for establishing and maintaining in-
person and technology-assisted
relationships.
Role plays
Case studies
Discussions
Class assignments
University Mission Statement Lubbock Christian University is a Christ-centered, academic community of learners, transforming the hearts,
minds, and hands of students for lives of purpose and service.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
2.F.5.e. COUNSELING
AND HELPING
RELATIONSHIPS
The impact of technology on the
counseling process.
Role plays
Case studies
Discussions
Class assignments
2.F.5.f. COUNSELING
AND HELPING
RELATIONSHIPS
Counselor characteristics and behaviors
that influence the counseling process.
Graded Papers
Research
Role plays
Case studies
Discussions
Class assignments
2.F.5.g. COUNSELING
AND HELPING
RELATIONSHIPS
Essential interviewing, counseling, and
case conceptualization skills.
Graded Papers
Research
Role plays
Case studies
Discussions
Class assignments
2.F.5.h. COUNSELING
AND HELPING
RELATIONSHIPS
Developmentally relevant counseling
treatment or intervention plans.
Role plays
Case studies
Discussions
Class assignments
2.F.5.i. COUNSELING
AND HELPING
RELATIONSHIPS
Development of measurable outcomes
for clients.
Role plays
Case studies
Discussions
Class assignments
2.F.5.j. COUNSELING
AND HELPING
RELATIONSHIPS
Evidence-based counseling strategies
and techniques for prevention and
intervention
Role plays
Case studies
Discussions
Class assignments
2.5.F.k. COUNSELING
AND HELPING
RELATIONSHIPS
Strategies to promote client
understanding of and access to a variety
of community-based resources.
Role plays
Case studies
Discussions
Class assignments
2.F.5.l. COUNSELING
AND HELPING
RELATIONSHIPS
Suicide prevention models and
strategies.
Role plays
Case studies
Discussions
Class assignments
2.F.5.m. COUNSELING
AND HELPING
RELATIONSHIPS
Crisis intervention, trauma-informed
and community-based strategies, such
as Psychological First Aid.
Role plays
Case studies
Discussions
Class assignments
2.F.5.n. COUNSELING
AND HELPING
RELATIONSHIPS
Processes for aiding students in
developing a personal model of
counseling.
Role plays
Case studies
Discussions
Class assignments
5.C.1.b. FOUNDATIONS Theories and models related to clinical
mental health counseling.
Role plays
Case studies
Discussions
Class assignments
5.C.2.b. CONTEXTUAL
DIMENSIONS
Etiology, nomenclature, treatment,
referral, and prevention of mental and
emotional disorders.
Role plays
Case studies
Discussions
Class assignments
5.C.2.d. CONTEXTUAL
DIMENSIONS
Diagnostic process, including
differential diagnosis and the use of
current diagnostic classification
systems, including the Diagnostic and
Statistical Manual of Mental Disorders
Role plays
Case studies
Discussions
Class assignments
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
(DSM) and the International
Classification of Diseases (ICD)
5.C.2.j. CONTEXTUAL
DIMENSIONS
Cultural factors relevant to clinical
mental health counseling.
Role plays
Case studies
Discussions
Class assignments
5.C.2.l. CONTEXTUAL
DIMENSIONS
Legal and ethical considerations
specific to clinical mental health
counseling.
Role plays
Case studies
Discussions
Class assignments
5.C.3.b. PRACTICE Techniques and interventions for
prevention and treatment of a broad
range of mental health issues
Role plays
Case studies
Discussions
Class assignments
Course Objectives
1. Students will be familiar with and have proficiency in essential interviewing and counseling skills
and in setting measurable goals and outcomes, and conceptualization.
2. Students will also be familiar with professional research and practice in the field as they begin to
develop a personal model of counseling.
3. Students will be familiar with counselor characteristics and behaviors influencing the counseling
process.
4. Students will have a general framework for understanding and practicing consultation and have
knowledge of crisis intervention and suicide prevention models, including the use of psychological
first aid strategies.
5. Students will be familiar with cultural, ethical, and legal issues related to counseling.
6. Students will enhance their understanding of counseling theories and models.
7. Students will be familiar with and have a general understanding of the diagnostic process
including the use of the DSM-5 and the ICD.
*Note: Students will be able to understand and identify advanced counseling techniques they have learned in Techniques of Individual and Family Therapy. In addition, students will be able to apply these techniques and theoretical constructs to case conceptualization. These techniques and case conceptualizations will be demonstrated in simulated counseling tapes and treatment plans. This course is an advanced course in which students take what was learned in Techniques of Individual and Family Therapy (by didactic lecture and discussion) and apply in practice role-play sessions. The role play sessions help prepare students for practicum and internship courses at counseling sites.
Teaching Methodology
This course utilizes, but is not limited to, the following instructional methods: didactic teaching, group
discussions, class individual and group assignments, interactive and experiential assignments, role plays,
student generated research presentations, and research-based treatments. Students are evaluated through
examinations, written papers, attendance, and participation in the aforementioned assignments.
Required Text and/or Materials Young, M. E. (2017). Learning the art of helping (6th ed.). Upper Saddle River, NJ: Merrill/Pearson.
All course textbooks can be purchased online through our Virtual Bookstore located at
http://chaplink.LCU.edu. Book buy back will occur for two days on campus at the end of each
semester. An extended buy back time is available online also. For further questions, please call the
LCU Chap Store at 720-7526.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Other Resources and/or Suggested Readings
American Counseling Association. (2016). Code of ethics. Alexandria, VA: Author.
American Mental Health Counselors Association. (2015). AMHCA standards for the practice of mental
health counseling. Alexandria, VA: Author.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th
ed.). Washington, DC: Author.
American Psychiatric Association. (2011). Providing information in a patient’s lawsuit: FAQs on
subpoenas and depositions. Retrieved from http://www.apapracticecentral.org/update/2011/11-
17/subpoenas-depositions.aspx
Anderson, B. S. (1996). The counselor and the law (4th ed.). Alexandria, VA: American Counseling
Association.
Barlow, D. H. (Ed.). (2014). Clinical handbook of psychological disorders: A step-by-step treatment
manual (5th ed.). New York, NY: Guilford.
Berne, E. (1964). Games people play: The basic handbook of transactional analysis. New York:
Ballantine.
Burns, D. (1980). Feeling good: The new mood therapy. New York: Avon.
Cashwell, C. S., & Young, J. S. (2011). Integrating spirituality and religion into counseling: A guide to
competent practice. Alexandria, VA: American Counseling Association.
Conte, C. (2009). Advanced techniques for counseling and psychotherapy. New York: Springer.
Covey, S. (2013). The seven habits of highly effective people: Powerful lessons in personal change.
New York: Fireside.
de Shazer, S., Dolan, Y. M., Korman, H., Trepper, & McCollum, E. E., Berg, I. K. (2012). More than
miracles: The state of the art solution-focused brief therapy. NY: Hawthorn.
Drummond, R. J., Sheperis, C. S., & Jones, K. D. (2016). Assessment procedures for counselors and
helping professionals (8th ed.). Boston: Pearson.
Forester-Miller, H., & Davis, T. E. (2016). Practitioner’s guide to ethical decision making (Rev. ed.).
Retrieved from http://www.counseling.org/docs/default-source/ethics/practioner’s-guide-to-ethical-
decision-making.pdf
Gladding, S. T. (2011). Becoming a counselor: The light, the bright, and the serious (2nd ed.).
Alexandria VA: American Counseling Association.
Gladding, S. T. (2011) The creative arts in counseling. Alexandria, VA: American Counseling
Association.
Granello, D. H., & Granello, P. F. (2007). Suicide: An essential guide for helping professionals and
educators. Boston: Pearson.
Haley, J. (1976). Problem-solving therapy. San Francisco, CA: Jossey-Bass.
Hood, A. B., & Johnson, R. W. (2007). Assessment in counseling: A guide to the use of psychological
assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.
Johnson, S.L. (2017). Therapist’s guide to clinical intervention: The 1-2-3’s of treatment planning (3rd
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
ed.). London: Academic Press.
Joiner, T.E., Van Orden, K.A., Witte, T.K., & Rudd, M.D. (2009). The interpersonal theory of suicide:
Guidance for working with suicidal clients. Washington, D.C.: American Psychological Association.
Jongsma, Jr., A. E., & Peterson, L. M., & Bruce, T. J. (2014). The complete adult psychotherapy
treatment planner (5th ed.). Hoboken, NJ: Wiley & Sons.
Klott, J. & Jongsma, A.E. (2015). The suicide and homicide risk assessment and prevention treatment
planner, with DSM-5 updates. NJ: Wiley.
Kottler, J. A. (2010). On being a therapist (4th ed.). San Francisco, CA: John Wiley & Sons.
Kraus, R., Stricker., & Speyer, C.. (2010). Online counseling: A handbook for mental health professionals
(2nd ed.). Burlington, MA: Academic Press.
Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). NY: Routledge.
Lazarus, A. A. (1989). The practice of multimodal therapy: Systematic, comprehensive, and effective
psychotherapy. Baltimore, MD: Johns Hopkins University Press.
Lopez, S. & Snyder, C. (Eds.). (2009). Oxford handbook of positive psychology. New York: Oxford
University Press.
Miller, W. R. & Rollnick, S. (2013). Motivational interviewing: Helping people change. NY: Guilford
Press.
Moodley, R., & West, W. (Eds.) Integrating traditional healing practices into counseling and
psychotherapy. Thousand Oaks, CA: Sage.
O’Hanlon, W. H., & Weiner-Davis, M. (1989). In search of solutions. New York: Norton.
Sperry, L. (2011). Assessment of couples and families: Contemporary and cutting-edge strategies (2nd ed.).
New York: Brunner-Routledge.
Sperry, L., Sauerheber, J. D., & Carlson, J.(Eds.) (2015). Psychopathology and psychotherapy: DSM-5
diagnosis, case conceptualization and treatment (3rd ed.). New York: Routledge.
Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice (6th ed.). New York:
Wiley.
Wiger, D.E. (2010). The clinical documentation sourcebook: The complete paperwork resource for your
mental health practice (4th ed.). NJ: Wiley.
Zalaquett, C.P. & Ivey, M.B. (2018). Intentional interviewing and counseling: Facilitating client
development in a multicultural society.
Zuckerman, E. L. (2000). Clinician’s thesaurus: The guidebook for writing psychological reports (5th
ed.). New York: Guilford Press.
Course Policies
Class Attendance and Participation
Regular class attendance/online engagement is expected of each graduate student and is a professional
responsibility. The classroom experience is considered an integral part of the institution’s educational
program and experience. You are encouraged to access online courses 3 to 5 times per week. By doing so
you will be able to actively participate in the Discussion Forums, complete your assignments and access
announcements in a timely manner. On-campus students may be dropped from classes, at the discretion of
the professor, due to excessive absences (i.e., three absences in courses meeting once per week and
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
absences for athletic or school-related participation exceeding 25% of the class meetings and/or
laboratory sessions). All absences are included. For elaboration of the absence policy, see the current
catalog.
Residency Attendance Mandatory
Your presence is mandatory at all residency portions of this class. Any absence or non-participation
from the residency class is grounds for failure of the entire class.
Class Materials
All materials provided in class or recordings of lectures are copyright protected by Lubbock Christian
University and the professor. Your use of these materials beyond preparation for this course (i.e.
publishing to a website, distribution to others, etc.) may constitute copyright infringement.
Late Assignments
All assignments are due on the dates indicated online within the course, except in the case of significant
illness (doctor's note required) or major family emergency. For late assignments, 5 points each day will
be deducted with a limit of 3 days allowed. You need to notify the instructor as soon as possible about
the emergency, so that I can arrange a mutually agreed upon time for completion of the assignment.
Incompletes
PR– In Progress, is given at the discretion of the instructor, if requested by the student. It is the
responsibility of the student to see that a PR is removed. A PR cannot be permanently left on the
transcript. Students have one semester to remove the PR grade, but with instructor and academic dean
permission, the period may extend one additional semester. When a PR is not removed, or extended at
the end of one semester, the registrar must change the grade to F.
Tracking Grades
Students are responsible for tracking their academic progress in this class throughout the semester.
Therefore, students with questions about grades are encouraged to contact the instructor. Final grades
will be posted on LCU Self-Serve at the conclusion of the semester.
Department of Psychology and Counseling Writing Expectations
Student in graduate courses should demonstrate graduate-level writing skills. Students are expected to
write complete sentences, use appropriate grammar, and spell words correctly. If you have difficulty in
this area the Lubbock Christian University Writing Center is available to you at http://lib.lcu.edu/UWC.
The department also has an online writing coach. Graduate students in the Department of Psychology
and Counseling may access the Online Writing Center (OWC) via their Moodle home page
(http://moodle.lcu.edu). These are great resources for you to use as needed.
Students who do not demonstrate graduate level writing skills may:
1. Have their ungraded paper returned to rewrite and/or
2. Receive feedback which must be followed for improvement or
3. Receive an inadequate grade which may result in failure of the course.
Plagiarism is unacceptable and will result in failure in the course and possible dismissal from the
program.
Academic Integrity
LCU Department of Psychology and Counseling follows the University policy for academic integrity
including plagiarism. The Code of Academic Integrity can be found here at
https://lcu.edu/resources/student-handbook/code-of-academic-integrity/.
Standards of Student Conduct
With the goal to create a community that is Christ-centered, the university has established expectations
for student behavior. As a member of the LCU community, each student has the responsibility to become
familiar with the expectations that reflect the high standards of the university’s mission. These values
include, but are not limited to:
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
1. Respect for one’s self and others within the campus and in the community.
2. Respect for the legacy, mission, and community Lubbock Christian University strives to maintain.
3. Respect for all the laws set forth by the government at local, state, and federal levels.
4. Respect of policy, procedure, discipline, and authority implemented by the institution to effectively
manage all university activity.
5. Respect for the diversity (personality, race, religion, etc.) of students, faculty and staff who inhabit
the LCU community.
6. Willingness to embrace the need to hold others in the LCU community accountable to the Christian
standards that reflect the university’s mission.
7. Ability to communicate effectively and appropriately with instructors, staff, clients, supervisors,
and fellow classmates--both in person and by email. We believe it is imperative that a student
graduating into the mental health profession know to communicate thoughtfully, appropriately, and
with care.
All policies regarding student conduct are available in the University Student Handbook
(https://lcu.edu/resources/student-handbook). These policies apply to all graduate students on or off
campus, regardless of whether school is in session.
Library Resources
Library services for distance students are borrowing privileges, research and reference assistance,
library instruction and interlibrary loan mediation.
Information about services for distance students, access into academic databases and other library
resources is available through the Lubbock Christian Library Website at http://lib.lcu.edu/home
You can access research how to’s and support at the LCU library at
http://lib.lcu.edu/c.php?g=659240&p=4628344
For further information on any aspect of library resources and access please call or write the Lubbock
Christian Library at 806.720.7326 or [email protected].
Services for Students with Disabilities
Any student who feels s/he may need an accommodation based on the impact of a disability should
contact me privately to discuss your specific needs. Also, please contact the Disabilities Coordinator in
the Office for Disability Services at 806.720.7156 in room 117 CAA to coordinate reasonable
accommodations. Be advised accommodations will not be made prior to documentation with the Office
of Disability Services.
All students are expected to fulfill essential course requirements. The University will not waive any
essential skill or requirement of a course or degree program. You may find more information on
Disability Services here at https://lcu.edu/resources/disability-services/.
Concerning Violence, Harassment or Stalking
Unlawful discrimination and harassment (and any related retaliation) is prohibited and will result in
disciplinary action, up to and including dismissal or separation from the University. LCU affirms its
commitment to protecting the right of each person to raise concerns about alleged discrimination free
of fear of retaliation. The university will take prompt, decisive action to: investigate allegations of
violence, harassment, and stalking; initiate the disciplinary process if appropriate; issue appropriate
sanctions against any student found responsible for acts of violence whether the behavior occurred on
campus or off campus; take steps designed to prevent recurrence; and protect against retaliation.
Students are encouraged to report any incidents related to this policy and pursue the matter through the
state's civil and/or criminal systems as well as through the university. A student who in good faith
reports being the victim of, or a witness to an incident of sexual harassment, sexual assault, dating
violence, or stalking may not be subject to disciplinary action for violation(s) of the Code of Community
Standards occurring at or near the time of the incident.
Pursuant to Title IX
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Reports of sexual misconduct may be made to the Title IX Coordinator, Yvonne Harwood at
806.720.7497, [email protected]. For more information on what and who to report this
information to see our webpage at https://lcu.edu/resources/title-ix/.
To schedule an appointment with the LCU Counseling Center, call 806.720.7158. If you prefer, you
may also request an appointment via e-mail, sent directly to [email protected]. The Center is located
on the 2nd floor of the SUB, Room 202.
Ethical and Professional Conduct. Any of the following actions are considered just cause for failure in
practicum or internship and will be reported to the Behavioral Science program for possible dismissal
from the program and Lubbock Christian University:
1. Dishonesty (cheating, plagiarism, etc.).
2. Disclosure of client confidential information with unauthorized individuals.
3. Negligence or misconduct.
4. Mistreatment of and/or disrespect for clients, fellow students, research participants, or faculty.
5. Abusing a client, fellow student, faculty member, or staff member, (including abusive language).
6. Violations of the rules, regulations, and principles in the ACA Code of Ethics and Lubbock
Christian University Code of Student Conduct.
7. Willful submission of false information or alteration of any official records, counseling reports,
papers, or examinations.
8. Willful conduct that may cause injury to self or others.
9. Unethical behavior as defined by ethical guidelines and practice (e.g., ACA).
10. Sexual harassment as defined by Lubbock Christian University.
Assessment and Grading
The hybrid course is divided into 8 weeks online and one residency week on campus. Please follow the
schedule as demonstrated on your current syllabus and Moodle course schedule..
I. Discussion (5% of grade). Students are required to post in Discussion Boards in response to
the Discussion Board question. Postings should be made by 11:59 pm CST Sunday night
following the instructions posted online that week. Proper etiquette including good grammar
and spelling should be incorporated into each posting. Texting shorthand is inappropriate and
will be penalized severely. See directions in Moodle for more details on Discussion
Questions.
II. Exams (20% of grade). A midterm exam will be given in Week 5 and the final exam will be
given in Week 8.
III. Taped Role Play and Transcript (20% of grade). The student will do one simulated
counseling session as the Counselor. The “Client” will be roleplayed. The tape should be a
minimum of 30 minutes. The student will find attached to the syllabus Taped Roleplay
Session and Transcript Forms with step-by-step directions on how to complete the forms for
this assignment. Students will complete the forms and turn them in with a 15-minute type
script of his or her session. The student does not have to turn in the tape, but should have it on
hand in the event that the instructor wishes to review it with the student. If a tape is not
considered to be adequate, the student will be required to do another to replace it.
IV. Technique Presentation Paper (15% of grade). Each student will research and write about
a technique not discussed in the textbook. The paper is due in Week 7. The paper will also be
presented to the class during the Residency week utilizing Power Point. The in-class
presentation will include a demonstration of the technique with a classmate. This technique
must come from reliable resources such a professional, peer-reviewed research journal or
other professional journals. Most importantly, describe how and why this technique is based
on theory. In other words, how does the theory drive this technique? A detailed Rubric for this
paper assignment is provided. The technique chosen for the presentation must be approved by
the faculty no later than the 3rd week of class. As soon as you have picked out a technique,
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
email your instructor for approval. A paper or presentation written on a technique not
approved by faculty prior to submission and presentation will not be accepted and the student
will receive the grade of “F.” This paper is due in Week 7 through Turn It In.
V. Technique Presentation Demonstration and Power Point (20% of grade). BRING TO
CLASS FOR PRESENTATION (assignment will be presented during Residency week).
The presentation (the paper is due in Week 7) will be presented during class time or
Residency. This formal presentation of your Technique paper to the class will include a Power
Point presentation and a live demonstration of how the technique is typically used. This
means you will demonstrate the technique with a classmate during Residency as part of your
presentation. This is due upon arrival in Residencies; be prepared to present your paper
on day 1 of Residency.
VI. Skill Development and Role Play (20% of grade). During Residency class, students will
practice basic listening and interviewing skills. A variety of methods will be used to practice
these skills, including video/audio recordings, observation of mock clinical sessions, and role
plays.
Skills training/practicing will be done during class. Each student will be expected to
participate. Each person will have the opportunity to role-play the counselor (CO), client
(CL), and observer (O). Interview topics will be assigned by the instructor. The Observer will
complete the Skills Development and Role Play Feedback Form on each role play. If two
observers are in a group, the second one will be filling out a rubric and taking notes to provide
additional feedback to the counselor. These comments will be given to the CO for reflection
and personal growth and will provide an opportunity for students to learn how to give
appropriate feedback. These forms will be turned in for review by the instructor. Please be
honest in your assessment, but in a kind manner.
Additionally, the practice sessions will be videoed. After reviewing the feedback from the
Observer, the taped role play will be viewed by the triad and suggestions for improvement
will be made to the CO. Then, the CO and CL will role-play the same scenario again taking
into account the suggestions and observations from Observer and the video. This allows the
CO to immediately put into practice the feedback received from the Observer and from
watching the video. After re-playing the role play, the interaction will then be processed with
the entire class and instructor. CO, CL and Observer will share the differences they noted
between the first practice session and the improved practice session at the end of the week.
Grading Criteria
Participation online (discussions = 25 points) and during Residency week
(discussion = 25 points)
50 points 5%
Exams (100 x 2) 200 points 20%
Taped Roleplay Session and Transcript 200 points 20%
Technique Presentation Written Paper 150 points 15%
Technique and Power Point Presentation 200 points 20%
Skills Evaluation in Residency (25 x 4) 200 points 20%
1000 points 100%
A 900-1000
B 800-899
C 700-799
F 699 and below
NOTE: Primary consideration will be based on students’ ability to consistently demonstrate basic
counseling skills and exhibit professional behavior.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Discussion Participation Rubric
Criteria Unacceptable 0 Points
Poor 1-2
Point Acceptable
3 Points Good
4 Points Excellent 5 Points Score
Initial Assignment Posting
Posts no assignment.
Posts assignment with superficial
thought and preparation;
doesn't address all aspects of the
task.
Posts adequate assignment
with superficial thought and preparation;
addresses most aspects of the task.
Posts well developed assignment that
addresses all aspects of the task; lacks full
development of concepts.
Posts well-developed assignment that fully addresses and develops all aspects of the task (300 words or more).
Responses to Classmate Postings
Posts no followup
responses to others.
Posts a response that is a shallow contribution to discussion (e.g.,
agrees or disagrees); or
does not enrich discussion with
either response (minimum of 2)
Posts shallow contribution to
discussion (e.g., agrees or
disagrees); does not enrich
discussion. Asks shallow
questions that doesn’t further the
discussion. Posts a response (minimum is 2)
considered good or excellent.
Elaborates on an existing posting with further comment. Asks thoughtful questions to further the discussion.
Demonstrates analysis of others' posts; Extends meaningful discussion by building on previous posts (150 words or more). Asks thoughtful questions requiring critical thinking to further the discussion.
Content Contribution
Posts information
that is off-topic, incorrect, or irrelevant to discussion.
Repeats but does not add
substantive information to the
discussion.
Repeats and adds minimal substantive
information to the discussion.
Posts information that is factually
correct; lacks full development of
concept or thought.
Posts factually correct, reflective, and substantive contribution; advances discussion and/or asks questions that require critical thinking.
References & Support
Includes no supporting
references or experiences.
APA style is not used. Writer
recognizes research but
does not cite in text or
reference source
(Unintentional Plagiarism).
Uses personal experience to
support comments, but
does not include references to
readings or research. Research, literature,
readings and/or media is
incorrectly cited within the text and reference
section (3-4 mistakes across
citations).
Incorporates some references
from required sources, popular
websites and personal
experience to support
comments. All references are
cited using APA style including
in-text citations and references at the
end of the text with
minimal mistakes (1-2
mistakes across citations).
Incorporates references from
required sources including textbook, required media or
peer-reviewed research used as well
as some references to
personal experience to support
comments. All references cited
correctly using APA style but are missing
either in-text citations or
references at the end of the text.
Uses reliable references to literature, readings, textbook, personal experiences, and/or resources required as well as additional outside sources, including peer-reviewed research to support comments. All references are cited in correct APA style, including in-text citations and references at the end of the post.
Clarity & Mechanics
Posts long, unorganized or rude content
that may contain
multiple errors or may be
inappropriate.
Communicates in friendly,
courteous and helpful manner with some errors
in clarity or mechanics.
Communicates in friendly,
courteous and helpful manner with
some errors in clarity or
mechanics.
Contributes valuable information to
discussion with minor clarity or
mechanics errors.
Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.
/25
Copying and pasting information from the web or research without proper citation is considered
plagiarism, will be given an automatic zero and be documented in the college.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Technique Written Paper Rubric
Unsatisfactory
0
Basic
10
Proficient
20
Distinguished
30
Writing Aspect Student work is well
below standard of work
that would be expected of a
college- educated
individual.
Student work
demonstrates
minimum level expected of college-
educated individual.
Student work is typical of
what a college-educated
individual should be able
to accomplish.
Student work demonstrates
Consistently high quality throughout.
Meets requirements of
assignment Incomplete, major points
unclear, does not meet
requirements of
assignment.
Minimum requirements
for assignment met.
Content accurate and clearly
articulated.
Some major points are
supported.
Adequately addresses
assignment.
Major points are clearly stated
and well supported.
Exceptional and creative.
Goes over and above in
meeting requirements of
assignment.
Demonstrates an excellent
understanding of the
integration of theories.
Integration of theories Theories not integrated or
discussed.
Inadequate integration
of theory.
Some points supported
by resources.
Adequately integrates
theories.
Most major points are
supported by theory and
cited and references
properly.
Excellent integration of
theoretical rationale and
concepts.
Well supported by research.
Content Content is incomplete.
Major points are not clear
and /or persuasive.
Assignment was not
adequately answered.
Content is not
comprehensive or
persuasive. Major points
are addressed, but not
well supported.
Responses are
inadequate or do not
address assignment.
Content is inconsistent
with regard to purpose
thought and clarity.
Accurate and persuasive.
Major points are stated.
Responses are adequate and
address assignment.
Content and purpose of
assignment are clearly
articulated.
Content is accurate and
persuasive.
Major points are stated.
Responses are excellent and
address assignment.
Content and purpose of
assignment are clearly
articulated.
Writing Grammar and Mechanics APA Style,
font, margins, headers,
headings, citations and references.
APA Style not used, very
poor writing skills
APA Style
attempted. Incomplete
sentences and run-ons.
Lacks title page or
references.
Lacks appropriate
headings.
Some punctuation and
grammar errors, more
than 3 errors per page.
Many spelling errors.
APA Style attempted with 3
or fewer errors.
Title and reference pages
present.
Some headings.
Good grasp of grammar with
3 or fewer errors.
3 or fewer spelling errors
Excellent APA Style.
No formatting errors.
Includes appropriate title page
and references.
Quotations correctly cited in
text.
Appropriate heading levels.
___/150
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Technique/Skill In-Class Demonstration Rubric
Criteria Unacceptable
0 pts.
Poor
<12.5 points
Acceptable
12.5-25 points
Good
25-37.5 points
Excellent
37.5-50 points
Score
Skills
Demonstration
50 points
No
demonstration
0 points
Demonstration
does not meet
three or more
of the criteria
in excellent
column.
< 12.5 points
Demonstration
does not meet
two or more
of the criteria
in excellent
column.
12.5 – 25
points
Demonstration
does not meet
one of the
criteria in
excellent
column.
25 - 37.5
points
Demonstration meets
20-minute
requirement.
Technique is
accurately
demonstrated, role-
played or guided live.
Technique was not
covered in the
textbook.
Technique is a widely
accepted counseling
strategy, as evidenced
by inclusion of
research sources.
How does the theory
drive this
technique?
37.5 - 50 points
Power Point
Presentation
50 points
No Power
Point.
0 points
Power Point
does not
include three
or more of the
requirements
in the
excellent
column.
< 12.5 points
Power Point
does not
include two or
more of the
requirements
in the
excellent
column.
12.5 – 25
points
Power Point
does not
include one of
the
requirements
in the
excellent
column.
25 - 37.5
points
Power Point
When this
technique is
appropriate.
What it feels like
from the client’s
perspective.
How to tell if it is
effective.
The research on
effectiveness.
Diversity issues or
cultural limitations.
Potential for harm
or other ethical
issues.
Where to learn
more about the
topic.
Research sources
included.
37.5 - 50 points
______
Total /100
Total points _____________ x 2 = ____________ total score.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Skills Development and Role Play Feedback Form
Name of Counselor_________________________
Observer _________________________________
Agree Neutral Disagree
The counselor was able to build rapport with the client. 1 2 3 4 5 6 7
The counselor was able establish appropriate direction and pace for
the session.
1 2 3 4 5 6 7
The counselor displays the ability to ask appropriate questions (open
and closed).
1 2 3 4 5 6 7
The counselor demonstrates the ability to summarize/paraphrase with
accuracy.
1 2 3 4 5 6 7
The counselor displays the ability to accurately reflect feeling and
meaning.
1 2 3 4 5 6 7
The counselor is able to enter into a session and interact with the client
within the appropriate stage (5 stages).
1 2 3 4 5 6 7
Skill Count:
Open Question Encouragement/Restatement
Closed Question Paraphrase
Reflection of Meaning Reflection of Feeling
Summary
What did you find that the counselor did that appeared to be helpful? Think about what might have been
said, how well he/she listened, and perhaps even his/her body language. Be specific.
What if anything did the counselor miss that you would have liked to seen him/her do? What would you
have liked to see happen that didn’t?
Taped Roleplay Session Assignment Template
TAPED ROLEPLAY SESSION ASSIGNMENT
Please look over the steps listed below and then review each form before you begin taping; you will
be completing the following forms based on your roleplayed session. The forms and corresponding
steps follow. PLEASE TURN ALL ITEMS/STEPS IN AS ONE ASSIGNMENT IN ONE
DOCUMENT. Do not submit each form by itself! Single item/forms will be rejected.
Step 1:
Have your roleplay client to complete and sign the Release Form. Release Form and include it in the
submitted package. Yes, we need the Release signed although this was a “mock” session.
THIS IS CRITICAL. I CANNOT LOOK AT THE TRANSCRIPT WITHOUT IT. Failure to include the
Release Form results in an automatic “F” on this assignment.
Step 2:
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Record at least 30 minutes of a mock counseling session. Transcribe at least 15 minutes of the session.
Indicate the words the client says and what you say as the counselor on the transcript. Use the script
example on pages 83-84 from your text book. Identify each interaction. Was your statement a summary?
Were you parroting? Were you reflecting meaning? Identify the interactions. Remember, once you have
recorded what was said, please note a better response by way of the Comment feature in Microsoft Word.
Identifying a more improved response tells me you understand what happened in the interaction. We learn
by correcting less than effective statements.
Step 3:
Enter the number interaction skills mentioned on the Skill Count Sheet and follow the directions given
there.
Step 4:
Complete the Session Recap.
Step 5:
Complete the Treatment Plan Summary form.
Step 6:
Attach the Student Counselor Trainee Feedback form. Place your name at the top of this form and I will
complete it with my feedback.
STEP 1:
Consent Form
Have your roleplay client to complete and sign the Release Form. Release Form. Yes, we need the Release
signed although this was a “mock” session.
THIS IS CRITICAL. I CANNOT LOOK AT THE TRANSCRIPT WITHOUT IT. Failure to include the
Release Form results in an automatic “F” on this assignment.
__________________
I am a student in Advanced Techniques at Lubbock Christian University, Lubbock, Texas. I am required to
practice counseling skills with volunteers. I appreciate your willingness to work with me on my class
assignments.
Please select an issue you are comfortable roleplaying and that you would might discuss publicly.
However, please do not select a deep emotional issue you are struggling with or an issue you may be in
therapy for at this time.
Here are some important dimensions of our work together:
Confidentiality. As a student, I cannot offer any form or legal confidentiality. However, anything you say
to me in the practice session will remain confidential, except for certain exceptions that state law requires
me to report. Even as a student, I must report (1) a serious issue of harm to yourself or others; (2)
indications of child abuse or neglect, elder abuse or neglect, or abuse or neglect of anyone who is
handicapped or disabled; (3) other special conditions as required by our state _______________________.
Video Recording. I will be recording our sessions for my personal listening and learning. If you become
uncomfortable at any time, we can turn off the recorder. The recording may be shared with my supervisor
Kaylene Brown, PhD, LPC, and/or students in my class. You’ll find that recording does not affect our
practice session so long as you and I are comfortable. Without additional permission, recordings and any
written transcripts are destroyed at the end of the course.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Boundaries of Competence. I am an inexperienced counselor; I cannot do formal counseling. This
practice session helps me learn helping skills. I need feedback from you about my performance and what
you find helpful. I may give you a form that asks you to evaluate how helpful I was.
Volunteer Client Counselor
Date
STEP 2:
INSERT Tape Script HERE
Record at least 30 minutes of a mock counseling session. Transcribe at least 15 minutes of the session.
Indicate the words the client says and what you say as the counselor on the transcript. Use the script
example on pages 83-84 from your text book. Identify each interaction. Was your statement a summary?
Were you parroting? Were you reflecting meaning? Identify the interactions. Remember, once you have
recorded what was said, you may note a better response by way of the Comment feature in Microsoft
Word. Identifying a more improved response tells me you understand what happened in the interaction.
STEP 3:
Skill Count
Skill Skill Count Percentage=
frequency of each skill divided
by total count of all skills
combined
Influencing
Reflection of Feeling
Reflection of Meaning
Self-Disclosure
Focusing
Confrontation
Paraphrase
Summarization
Restatement
Encouraging
Open Ended Question
Closed Ended Question
Attending behaviors
Total 100%
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Sample:
Skill Frequency of Skill
Percentage
Paraphrase 2 2/10 =.20
Closed Questions 5 5/10 =.50
Attending Behaviors 2 2/10= .20
Reflecting Meaning 1 1/10= .10
Total 10 100%
STEP 4:
Session Recap
Student Trainee: Complete this form for the roleplayed session.
Student Trainee Name:______________________________
Client:____________________________________
Length of Session: 30 minutes Date of Session: _______________
1. What are your goals for the first session?
2. Interview notes:
a. Briefly, what behaviors were displayed by the client, how did client act? What did the
client and student say?
b. Interpretations of session content, what counselor thought, and how this might affect client
progress?
3. Counselor’s Reaction to Session: How do you think the session went? What was client’s underlying
issue, if any? What you sense was really going on with client?
4. Future Sessions/ Follow-up on Homework:
5. What would you have done differently?
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
STEP 5: Treatment Plan Summary
Definition of the
problem:_______________________________________________________________________________
___
DSM Diagnosis:
___________________________________________________________________________
Goals for Change
Therapeutic Interventions Outcome Measures of Change
1. Long-Term Goal:
Short Term Goal:
Interventions planned:
Observed Outcomes Expected (Evidence that
goals were met):
_____________________________________
2. Long-Term Goal:
Short Term Goal:
Interventions planned:
Observed Outcomes Expected (Evidence that
goals were met):
_____________________________________
3. Long-Term Goal:
Short Term Goal:
Interventions planned:
Observed Outcomes Expected (Evidence that
goals were met):
_____________________________________
STEP 6:
Student Counselor Trainee Feedback
Directions: This form will be completed by your University Supervisor. It is to be turned in with the
video tape and given to your University Supervisor.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Student Name: _____________________________________ Semester:
______________________________
Client Name: ______________________________________ Video #:
_______________________________
Far below
expectations
1
Below
Expectations
2
At Expectations
3
Above
Expectations
4
Far Above
Expectations
5
Note: The above scale has been applied to the following statements. A rating below 3 does not meet
minimum program standards.
_____ 1. Counselor greets client in friendly, warm, manner, and opens the session with the appropriate
amount of structure.
_____ 2. Counselor encourages client to tell his/her own story by appearing accepting and interested. In
addition, counselor allows the client to set the pace and determine the initial direction of the
session.
_____ 3. Counselor timing is appropriate (e.g., does not rush the client, appropriate use of silence).
_____ 4. Counselor employs open-ended responses to encourage client participation.
_____ 5. Counselor tracks client statements accurately (e.g., does not lead or lag behind).
_____ 6. Counselor responds accurately, reflecting both the content and affect of client’s message.
_____ 7. Counselor allows client to lead through feedback and clarification of client messages, rather
than sending counselor’s own messages.
_____ 8. Counselor uses responses effectively in controlling the direction of the counseling session.
Counselor uses higher level counseling responses.
_____ 9. Counselor communicates warmth, caring, and positive regard through voice tone and body
language (when applicable).
_____ 10. Counselor closes the session appropriately.
Faculty Evaluation: _____ Meets Minimum Competency Skill Levels
_____ Does not meet Minimum Competency Levels
Comments:
______________________________________________________________________________
______________________________________________________________________________________
__
______________________________________________________________________________________
__
______________________________________________________________________________________
__
______________________________________________________________________________________
__
______________________________________________________________________________________
__
______________________________________________________________________________________
__
THIS IS THE END OF THE TAPED ROLEPLAY SESSION ASSIGNMENT
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Instructional and Outside Work Estimate
Activity Estimated time spent
Class Contact during Residencies and Individual Evaluation
Meetings
45 hrs
Class Preparation/Readings/Tapes/Transcription 45 hrs
Practice/Role Play Counseling Techniques 50 hrs
Skill Demonstration and Research Preparation 20 hrs
Total time spent 160 hrs
Tentative Schedule and/or Due Dates
Date Topics Assignments CACREP
Standard
Week 1
Review basic
responding
techniques, personal
values, reflective
practitioner
Readings:
Syllabus
Getting Started Folder
Professor’s Tips for Success Folder
Textbook Readings:
Read chapters 1 and 2 of the Young text
Assessments:
Week 1, Discussion Board 1: See directions in Moodle
2.F.5.a.
2.F.5.d.
2.F.5.e.
2.F.5.f
2.F.5.g.
Week 2
Reflecting skills,
paraphrasing, skills
practice
Textbook Readings:
Chapters 3 and 4 of the Young text
Assessments:
Tape Roleplay Counseling Session and Transcript DUE
2.F.5.f.
5.C.1.b.
5.C.3.b.
Week 3
Understanding
emotions/reflecting
feelings, meaning and
summarizing skills,
moving client to
deeper levels
Textbook Readings:
Chapters 5 and 6 of the Young text
Assessments:
Week 3, Discussion Board 2: See directions in Moodle
The Technique you have chosen for the Technique
Presentation Paper should be sent to instructor for
approval by Sunday 11:59pm CST.
2.F.5.f.
2.F.5.h.
5.C.2.b.
5.C.2.d.
5.C.3.b.
Week 4 Challenging skills,
Treatament Planning,
Case Concept.
Textbook Readings:
Chapters 7 and 8 of the Young text
Assessments:
Week 4, Discussion Board 3: See directions in the Moodle
course.
2.F.5.g.
2.F.5.h.
2.F.5.l.
2.F.5.m.
2.F.5.n.
5.C.1.b
5.C.2.d.
Week 5
Change Techniques,
Treatment Planning
and Case Concept.
Diagnosis
Textbook Readings:
Chapters 9 of the Young text
Assessments:
EXAM 1 over chapters 1-8
2.F.5.i.
2.F.5.n.
5.C.2.b.
5.C.2.d.
Week 6
Change techniques,
Diagnosis Textbook Readings:
Chapter 10 of the Young text
Assessments:
Week 6, Discussion Board 4: See directions in the Moodle
course.
2.F.5.b.
2.F.5.i.
2.F.5.k.
2.F.5.n.
5.C.2.d.
COU 5365 Syllabus_Spring 2018, revised 7-30-2012, BRB
Week 7
Evaluation,
reflection,
termination
Textbook Readings:
Chapter 11 of the Young text
Assessments:
Technique Presentation Paper DUE
2.F.5.d.
2.F.5.j.
Week 8: Cultural issues,
gender, children Textbook Readings:
Chapter 12 of the Young text
Assessments:
EXAM 2 over chapters 9-12
2.F.5.c.
2.F.5.e.
5.C.2.j.
5.C.2.l.
Residency
Week
Residency week is 20 hours of classroom instruction working
with students to further develop and hone their counseling
skills as learned throughout this course.
*Professor reserves the right to change due dates, assignments, and other materials as may be needed from
time to time.