SYLLABUS FOR CLINICAL COUNSELING PRACTICE
Term: Fall 2006 (05) August 29 – December 9, 2006
Course Number: HSV 310X
Instructor: Dr. Eileen Stenzel, LPC
Office Phone: (219) 473-4260
E-mail: Office estenzel@ccsj.edu Home estenzel@comcast.net
Office Hours: Monday 10:00-12:00; 2:00-6:00
Wednesday 11:00-12:00; 4:00-7:00
Thursday 10:00-12:00
Course Time: Wednesday 4:30-7:00 Room 209
Instructor Background: Licensed Professional Counseling, Illinois
Certified Sports Counselor
Ph. D. Theology, The University of Notre Dame
M.A. Counseling, The University of South Florida
M.A. Theology St. Xavier University
B.A. Political Science, Rosary College ( Dominican University)
Textbooks:
Mark E. Young. Learning the Art of Helping: Building Blocks and Techniques, (3rd ed.): New Jersey: Pearson (2005)
Mark E. Young and Samantha Chromy, Exercises in the Ar of Helping (3rd ed) New Jersey: Pearson (2005)
Samuel Gladding The Counseling Dictionary (2nd. Ed.) New Jersey: Pearson (2006).
Two (2) Blank VHS Tapes for use in class and independent work.
Course Objectives: Students will be able to:
Statement of Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy is available from the Calumet College of St. Joseph bookstore. This text outlines how to cite references from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a
course without written permission automatically incurs an "F" grade for the course (see
Refund Schedule).
Course Requirements:
The requirements for this course are designed to reflect behaviors consistent with and expected of entry-level Human Service professionals: competence, dependability, promptness, responsibility basic clinical competence, a high degree of self-awareness, and effective interpersonal communication skills.
1. Weekly Blackboard Discussion. A topic will be posted each week. Rubrics for evaluating the quality of students’ participation are posted in Course Documents.
2. Completion of Assigned Exercises in the text.
3. Five Counseling Dialogue Exercises and Essays (See Blackboard)
4. Developing Observational Skills: Five Exercises/One Essay
5. Video Taped 5 – 10 minute Demonstrations of Each Skill Set/Peer Reviewed
6. Case Simulation Exercise With Video Demonstration including Thirty Minute Video Taped Demonstration of Student’s Integration of the Basic Skills of Helping
7. Case Presentation
8. 80% mastery on The Twelve Core Functions Test
Assessment: The assessment process is designed to test the extent to which the student is able to effectively use the core counseling skills developed in this class. With the exception of The Twelve Core Functions Test, the assessment is performance oriented. That is, it assesses not just what the student knows but what the student can do.
Formative Assessment: This class will run primarily as a lab. Simulation exercises, role play and other forms of formative assessment will offer students feedback on the work they are doing to develop basic clinical skills. Students will receive credit for participating in the class exercises and using Blackboard resources but the content of their participation will not impact the final grade. Students will receive feedback from thee activities that is designed to strengthen the development of their clinical skills over the course of the semester.
Summative Assessment: The final grade will be determined through assessment of student’s performance in each of the following areas:
Grading: The items included in the summative assessment process are:
C Range: 70% of total points on chapter exams and final exam
B Range: 70% of total points on chapter exams and final exam; 80% of total points on exercises.
A Range: 70% of total points on chapter exams and final exam; 80% of total points on exercises; 90% of total points on the case study.
Twelve Core Functions Test: 80% Mastery required for every grade level.
DATE TOPIC ASSIGNMENT
8/30 Overview of Class: Introduction to a Lab Class
The Syllabus
The Twelve Core Functions of a Counselor Handout
The Stages in the Helping Process Handout
Introduction to Observation Skills
Developing Observable Treatment Goals
Observation Exercise #1 Due
Non Judgmental Listening Cycle on Disc
NB: BE SURE YOU HAVE A BLANK VIDEO TAPE WITH YOU FOR EVERY CLASS SESSION
9/13 Ch. 1 “Helping as a personal Journey”
The Reflective Practitioner
Ch. 2 “The Nuts and Bolts of Helping”
On-line test Chapters 1 and 2 completed by 9/20.
9/20 Ch. 3 “The Therapeutic Relationship”
Ch. 4 “Helping Someone Who is Different”
Observation Exercises # 2 and # 3 Due
On-line test Chapters 3 and 4 completed by 9/27
9/27 Ch. 10 Assessment and the Intial Interview
Ch. 5 Invitational Skills
Attending, Encourage to Talk, Focusing
Observation Exercise #4 Due
On-line test Chapters 10 and 5 completed by 10/4.
10/4 Ch. 6 Reflecting Skills: Paraphrasing
Observation Exercise #5 Due
10/11 Ch. 7 Reflecting Skills: Reflecting Feelings
On-line test Chapters 6 and 7 completed by 10/18.
10/18 Ch. 8 Reflecting Skills: Reflecting Meaning and Summarizing
Observation Exercise #6 Due
MODULE II – INFLUENCING SKILLS AND STRATEGIES
10/25 Ch. 9 Challenge Skills
On-line test chapters 8 and 9 completed by 11/1
11/1 Ch. 11Goal-Setting Skills
11/8 Ch. 12 Solution Skills
On-line test chapters 10 and 11 completed by 11/15
MODULE III – SKILL INTEGRATION
11/15 Ch. 13 Outcome Evaluation and Termination Skills
11/22 Ch. 14 Curative Factors and Advanced Skills: Part I
11/29 Ch. 15 Curative Factors and Advanced Skills: Part II
On-line test chapter 13, 14, 15 completed by 12/6.
12/6 Case Reviews
Twelve Core Functions Test – On-Line
STUDENT PROGRESS REPORT
Please place this Report in your two-pocket folder. All assessment activities will be recorded on this form.
August 30_____
September 6____, 13____, 20____, 27____
October 4____,11___, 18____, 25____,
November 1____, 8____, 15____, 22____,29_____.
December 6____.
Exercise One Dialogue _____ Essay _____
Exercise Two Dialogue _____ Essay _____
Exercise Three Dialogue _____ Essay _____
Exercise Four Dialogue _____ Essay _____
Exercise Five Dialogue _____ Essay _____
III. The Observation Skills Project: Completed On:___________
Simulation Session(s) Completed/Points Earned_________
Case Presentation Completed/Points Earned________________
· Case Presentation at The Workshop 80 points
80 points:
1. The case gave evidence of at least four 45-60 minute sessions.
2. The case demonstrated movement through three phases of counseling.
3. The case demonstrated that the student used a broad range of basic communication/counseling skills.
70 points:
1. The case gave evidence of four 45 – 60 minute sessions.
2. The case demonstrated movement through two phases of counseling.
3. The case demonstrated that the student used some of the basic communication/counseling skills but missed opportunities to employ others.
60 points
1. The case gave evidence of four 45 – 60 minute sessions.
2. The case demonstrated movement through two phases of counseling
3. The case demonstrated that the student used a narrow range of basic communication and counseling skills thereby limiting movement through the various phases of the counseling process.
· Written Case Study 100 points
90-100 points
The Written Case Study followed the proscribed format. The Case Study was presented in typed format without spelling or grammatical errors.
80-89 points
The Written Case Study followed the proscribed format somewhat. The Case Study was presented in typed format with some spelling and grammatical errors.
70-79 points
The Written Case Study followed the proscribed format but some major sections were missing. Numerous spelling and grammatical errors were present.
N.B. A Student must earn a minimum of 70 points on the Written Case Study.
You have two opportunities to demonstrate mastery (a score of 80% or better) of this material.
Attempt #1
Date___________ Score_________
Attempt #2
Date___________ Score_________
V. Chapter Exams
VI. Final Exam