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CENTRAL CONNECTICUT STATE UNIVERSITYDepartment of Counselor Education and Family Therapy

Course & Title: CNSL 501 Theories and Techniques in Counseling CNR & Section: 40118-71Credit Hours: 6.0Semester: Spring 2017Date Range: January 17, 2017 – May 12, 2017Class Day & Time: Wednesday, 4:30pm – 9:55pmClass Location: Henry Barnard Hall (HB) 322Prerequisite: Admission to M.S. in Counselor Education or Marriage & Family

Therapy Instructor: Dr. Reginald W. Holt, Assistant Professor Phone: (860) 832-2138E-Mail: [email protected] Location: HB 22111Office Hours: Tuesdays and Thursdays: 2:00pm–4:00pm; Wednesdays: 3:00pm–4:00pmPre-requisite: CNSL 501, or permission of instructor or department chairperson.Communication: E-mail is the best way to communicate with the professor outside of class,

followed by phone calls. An appointment is required if you desire to meet individually with the professor. The professor may send announcements via e-mail to individual students and/or the entire class throughout the semester; therefore, students are expected to check their CCSU e-mail account on a frequent basis each week.

COURSE DESCRIPTION:

Investigation of theories and techniques in counseling, including research findings and skill development.

CLASS STRUCTURE:

Class sessions will be composed of discussion of the texts and supplementary materials, simulated activities, instructor lecture, case studies, and laboratory exercises.

REQUIRED TEXTS:

Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Boston, MA: Cengage Leaning. ISBN: 978-1-305-26372-7.

Ivey, A.E., & Ivey, M.B., & Zalaquett, C.P. (2014). Intentional interviewing and counseling: Facilitating client development in a multicultural society (8th ed.). Belmont, CA: Brook/Cole/Cengage Learning. ISBN-13: 978-1-285-06535-9.

CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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RECOMMENDED TEXT:

Publication manual of the American Psychological Association (6th ed.). (2010). Washington, DC: American Psychological Association. ISBN-13: 978-1-4338-0561-5.

OTHER REQUIRED MATERIALS:

Students will be expected to purchase flash drives (16 GB or larger) for use in the counseling lab and at home.

COURSE OBJECTIVES:

To provide an understanding of essential interviewing and counseling skills so that 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.

1. To facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries.

2. To understand counseling theories and their historical development so that students have a basis to develop their own theoretical perspective and the ability to conceptualize client needs and select appropriate counseling interventions.

3. To understand the unique counseling needs of individuals from diverse populations.4. To understand the ethical and legal rights and responsibilities of both the client and

counselor.

CACREP STANDARDS:

Section 11G5:a. An orientation to wellness and prevention as desired counseling goals.b. Counselor characteristics and behaviors that influence helping processes.c. Essential interviewing and counseling skills.d. Counseling theories that provide the student with models to conceptualize client presentation and

that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling.

e. A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions.

f. A general framework for understanding and practicing consultation.g. Crisis intervention and suicide prevention models, including the use of psychological first aid

strategies.

Section 11G1:i. Advocacy processes needed to address institutional and social barriers that impede access, equity,

and success for clients; andj. Ethical standards of professional organizations and credentialing bodies, and applications of

ethical and legal considerations in professional counseling.CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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LEARNING OBJECTIVES CACREP STANDARDS

ASSESSMENTS LEARNING OUTCOMES

Upon successful completion of this course the students will be able to:1. Demonstrate essential

interviewing and counseling skills through:a. Development of

therapeutic relationships.b. Establishment of

appropriate counseling goals.

c. Designing appropriate intervention strategies.

d. Evaluation of client outcomes.

e. Successfully terminating the counselor-client relationship.

IIG5.b IIG5.c

Self-critique of recorded counseling sessions

Weekly critique of peers’ recorded counseling sessions by using the “sandwich approach” in giving feedback.

Class participation

Achieve at least 80%

Skills to a. Develop

therapeutic relationships.

b. Establish appropriate counseling goals.

c. Use effective intervention strategies.

d. Evaluate client outcomes.

e. Successfully terminate counselor-client relationships.

2. Show increased self-awareness through enhanced therapeutic counselor-client relationship and maintenance of appropriate professional boundaries.

IIG5.a IIG5.b IIG5.c


Lifeline assignment

Class participation


Build enhanced therapeutic counselor-client relationships while maintaining appropriate professional boundaries.

3. Evaluate counseling theories and their historical development through a. Developing their own

theoretical perspective.b. Developing the ability to

conceptualize client needs and select appropriate counseling interventions.

IIG5.b IIG5.c IIG5.d

Case study analysis


Lifeline assignment

Class participation


Effectively use identified theoretical perspective with diverse clients while meeting their needs.


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4. Promote the unique counseling needs of individuals from diverse populations in order to effectively practice in a multicultural society.

IIG5.b IIG5.c IIG5.d IIG1.i

Case study analysis

Class participation


Effectively work with diverse clients in a multicultural society.

5. Demonstrate skills of identifying ethical and legal rights and responsibilities of both the client and counselor.

IIG1.j IIG5f IIG5.g

Weekly critique of peers’ recorded counseling sessions by using the “sandwich approach” in giving feedback

Case study analysis

Class participation


Sensitivity to ethical and legal rights of responsibilities of clients and counselors.

6. Develop insights about systems perspective to understand family theories and other models of family interventions.

IIG5.e Case study analysis

Class participation


Effectively use systems theories in work with families.

7. Develop consultation skills through giving peers appropriate feedback.

IIG5f Weekly critique of peers’ recorded counseling sessions by using the “sandwich approach” in giving feedback.

Class participation


Provide consultation for peers.

COURSE REQUIREMENTS AND EVALUATION:CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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Assignments should be submitted no later than the beginning of class (i.e., 4:30pm). Late assignments will not be accepted (0 points) unless arrangements have been made with the instructor prior to the due date. Since it is the responsibility of the student, the instructor will not pursue missed assignments. Problems meeting deadlines should be discussed in advance. Extra credit, extensions, and make-up assignments are not typically offered, and students should not expect accommodations to be granted; however, in the event of an outlying circumstance, consideration may be given on a case-by-case basis as determined by the professor or Student Disability Services (see last page of syllabus).

The writing style of your papers needs to comply with the guidelines described in the Publication Manual of the American Psychological Association (6th edition). Unless directed otherwise by the instructor, written assignments must be typed and stapled. They must include the following: (a) title page; (b) double spacing; (c) 1-inch margins; (d) Times New Roman typescript; (e) font size 12; (f) running head; and (g) reference page, when applicable. If citations and references are used within the body of a paper, the writing style needs to comply with the guidelines described in the Publication Manual of the American Psychological Association (6th edition). Written assignments are expected to follow the standards of English composition and be consistent with graduate level work. This includes, but is not limited to, clear development and organization, correct grammar, spelling, punctuation, and accurate APA formatting. Students who believe they may need assistance with writing are encouraged to consult CCSU’s Writing Center. An overview of the basic guidelines has been included within the syllabus.

1. ATTENDANCE AND PARTICIPATION (20 points):

Attendance in class is obviously a requirement since students cannot participate if they are not present; therefore, the instructor will take attendance and note timely arrival. Students are expected to be on time and attend all classes, unless prevented to do so by a rare emergency. Because each student is an integral part of the group, your presence in class is very important to the instructor and your classmates. This includes returning from breaks in the time specified and remaining in class for the entire period. Please notify the instructor in advance if you must miss a class. It is your responsibility to clarify missed assignments prior to the next class. Chronic tardiness disrupts the class and will result in points being deducted from your final grade. At the professor’s discretion, a pattern of repeated tardiness and/or absences will result in a reduced grade by at least one letter. Any student who is absent on three or more occasions, regardless of the reasons, risks automatically failing the course; the student will also be reported to the student’s advisor and the department.

The professor is committed to creating a climate for learning characterized by respect and diversity. Students are asked to make a similar commitment. Ongoing dialogue and critical thinking form a significant portion of the learning experience. Students will work with each other as you learn the various theories and techniques of counseling and psychotherapy; you will offer both verbal and written feedback to each other throughout the semester. Because each class is vital to a graduate student’s understanding and application of the counseling process, you are expected to adhere to the “Ethical Standards” of the American Counseling Association (ACA), as well as act in a professionally responsible way at all times. This includes punctually attending class, reading assignments prior to class, being prepared to fully participate in class discussions CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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and activities, and demonstrating support and respect of your instructor and fellow students. Texting, emailing, or surfing the Internet is strictly prohibited during class. Adherence to the CCSU’s Student Conduct Policy is expected.

You are responsible for your own learning. Please read all assigned material and be prepared for discussions during class. In-class behavior, attentiveness and responsiveness to classmates, completing assignments on time, being prepared for class discussions, bringing work or relevant professional issues to class discussions, willingness to participate in practices, and responding to questions posed by the instructor (which may include randomly administering quizzes and assigning written reflections during class) are among the variables that will be considered when overall participation is evaluated.

The following grid exemplifies factors that are considered by the professor when assessing the quality of a student’s participation throughout the semester:

CATEGORY DESCRIPTION POINTS Leader Arrives on time and attends all classes. Successfully passes quizzes and

writes well-written reflection papers when randomly given in class. Performs all participant behaviors and makes contributions to the class and facilitates others learning as well. This includes providing leadership, asking thoughtful questions, responding well to others, clarifying points, doing significantly more than one’s expected share of labor, etc.

≤ 20

Contributor Performs all participant behaviors and makes contributions to the class that facilitate one’s own learning. This includes requesting clarification or assistance, paraphrasing content to demonstrate understanding, cooperating with and supporting the efforts of others, and doing more than one’s fair share of the labor. Passes quizzes and writes above average reflection papers when randomly given in class.

≤ 16

Participant Completes assignments, cooperates with others, and does the expected share of the labor. Voluntarily participates and attends to instructor and classmates when they are speaking. Passes quizzes and writes average reflection papers when randomly given in class.

≤ 12

Observer Attends classes and works on teams, but becomes involved only when called upon. Does less than the average share of labor. Minimally or barely passes quizzes and writes less than average reflection papers when randomly given in class.

≤ 8

Detractor Does not pass quizzes or meet expectations when writing reflection papers that are randomly assigned during class. Performs a minimal amount of work; Absent from and/or late for class. Omits contributions that would facilitate one's own or other's learning; makes contributions that interfere with the progress of the team and the learning of others (e.g., ridiculing, interrupting, distracting behaviors, having private conversations, doing other class work, sleeping, checking voice mail, texting, Internet surfing).

0

2. LIFELINE PAPER (20 points): CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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This activity will highlight your developmental history by examining significant life events and developmental tasks associated with those events. Read the handout, “Focus on Your Life Transitions” (a copy is uploaded on Blackboard Learn). Additional instructions and a grading rubric are attached to this syllabus. This assignment is due on February 22, 2017.

3. CASE STUDY ANALYSIS (20 points):

You will be given a case study on March 8, 2017.You will review and write your theoretical analysis of the problem using your chosen theory (or theories). Identify the presenting issues and why the person is experiencing difficulties. Provide a description of the methods you would use to help this person. Explain your theoretical approach, the techniques you would probably use and the outcome you anticipate. Identify any ethical issues that the case presents and how you would be sure that your approach to the situation was appropriate. Describe any problems that this case might present for you personally (i.e., countertransference or any other personal issue that may interfere with your ability to be an effective counselor). Additional instructions and a grading rubric are attached to this syllabus. The written analysis is due on April 5, 2017.

4. LABORATORY WORK (40 points):

Each student, while conducting counseling sessions, will be observed by the professor and their peers. Students will have their recorded counseling session viewed and critiqued in class. Students will be evaluated on their ability to demonstrate appropriate attending behavior, effective listening, appropriate use of questions, reflection of feelings, and appropriate use of strategies. It is expected that we maintain a safe, confidential, and trusting environment throughout the course. This includes all experiential activities and conversations.

Students are also expected to watch their own recorded sessions outside of class. Throughout the semester, the professor may randomly assign students to view and critique their own recorded session; when selected, the students will write a one-page reflection paper summarizing strengths and area for improvement.

The final exam recorded exercise and critique will be a 15-minute video of you working as a counselor with a peer client. This session is to be recorded on April 12, 2017. You will provide the professor a copy of this session when you submit your written critique. It is not likely that the professor will review the session in its entirety; therefore, please identify the specific time at which you would like the professor to review at least the next ten minutes. You will also submit a two-page summary and critique of this session. Include a description of what you understand to be the most salient needs and concerns of the client and what interventions you are using. Describe what you believe you did well and in what areas you believe that you need to improve. The 50 points for this assignment is not based solely on the one submitted recording, but rather, it involves your overall progress and skill development in counseling throughout the entire course. The final exam recorded exercise & critique is due on April 19, 2017.

5. ATTITUDES AND ATTRIBUTES SCALE:


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The instructor will be completing and Attitudes and Attributes Survey (A&A) on each student in CNSL 501. The results of this survey will not count toward the student’s grade; however, it will become part of the student’s file and seen by the student’s advisor. The purpose of the A & A Survey is to make sure that all students in the counseling program have the necessary maturity and personal characteristics that will make them effective helping professionals. All students have a right to discuss the results of their A & A Survey with their advisor (see the attached copy of the A & A Survey). The results will be shared during class on May 3, 2016.

SCORING SYSTEM & GRADING SCALE:

COURSE REQUIREMENTS & ASSIGNMENTS POINTSAttendance and Participation 20Lifeline Exercise 20Case Study Analysis 20Laboratory Work; Final Recorded Exercise and Critique 40TOTAL 100 points (100%)

GRADING SCALEGrade PercentageA 100% - 94%A- 93% - 90%B+ 89% - 87%B 86% - 84%B- 83% - 80%C+ 79% - 77%C 76% - 74%C- 73%- 70%D 69% - 60%F ≤ 59%

STANDARD CLAS SCHEDULE:

→ 4:30pm - 6:00pm Theory; video→ 6:00pm - 6:30pm Dinner break→ 6:30pm - 7:15pm Review skills from text; Ivey video→ 7:15pm - 7:30pm Become situated in the lab→ 7:30pm - 7:45pm 1st counselor-client triad→ 7:45pm - 7:50pm Observer feedback→ 7:50pm - 8:05pm 2nd counselor-client triad→ 8:05pm - 8:10pm Observer feedback→ 8:10pm - 8:25pm 3rd counselor-client triad→ 8:25pm - 8:30pm Observer feedback→ 8:30pm - 9:55pm Return to classroom and review counselor-client video

COURSE SCHEDULE & ASSIGNMENTS:CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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While it is not the instructor’s intention, the instructor reserves the right to reasonably modify the schedule for the benefit of the student and as deemed necessary. This includes, but is not limited to, any unexpected scheduling change that occurs during the semester.

CLASS

DATE COREY IVEY LECTURE/TOPIC/SKILL ASSIGNMENT

1 01/18/17 N/A N/A Introductions/meet and greet Review syllabus Brief overview of the American

Psychological Association’s guidelines for professional writing (6th edition)

Guidelines for giving feedback to peers

Read assigned chapters in the textbooks before each class.

Bring flash drive to EVERY class.

2 01/25/17 1, 2, 3 1, 2 Basic Issues in Counseling Practice:

o Introduction & Overview

o The Counselor: Person & Professional

o Ethical Issues in Counseling Practice

o Risk assessment Intentional Interviewing,

Counseling, & Psychotherapy Multicultural Competence, and

the Positive Psychology & Wellness Approach

Assigned readings.

Review triad assignments & schedule.

Orientation to laboratory and recording equipment.

3 02/01/17 4 3 Psychoanalytic Therapy Attending Behavior & Empathy

Assigned readings.

Session 1-Meet with triad for laboratory work & exercises.

4 02/08/17 5 4 Adlerian Therapy Observation Skills

Assigned readings.


5 02/15/17 6 5 Existential Therapy Assigned


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Questions: Opening Communication

readings.


6 02/22/17 7 6 Person-Centered Therapy Encouraging, Paraphrasing, &

Summarizing: Key Skills of Active Listening

Assigned readings.


Lifeline paper due.

7 03/01/17 8 7 Gestalt Therapy Reflecting Feelings

Assigned readings.


8 03/08/17 9 8 Behavior Therapy Conducting a Counseling

Session Using Only Listening Skills

Assigned readings.

Session 6-Meet with triad for laboratory work & exercises: termination with client #1.

Case study distributed to students.

N/A 03/15/17 SPRING BREAK!9 03/22/17 10 9 Cognitive Behavior

Therapy Focusing the Counseling

Session

Assigned readings.

Change triads.


10 03/30/17 11 10 Choice Theory/Reality Therapy Empathic Confrontation

Assigned readings.

Session 2-Meet


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with triad for laboratory work & exercises.

11 04/05/17 12 11 Feminist Therapy Reflection of Meaning and

Interpretation/Reframing

Assigned readings.


Case Study Analysis Due.

12 04/12/17 13 12 Postmodern Approaches Self-Disclosure & Feedback

Assigned readings.


Record counseling session for final exam exercise & critique.

13 04/19/17 14 13 Family Systems Therapy Concrete Actions for Client

Change

Assigned readings.


Final exam recorded exercise & critique Due.

14 04/26/17 15 14 An Integrative Perspective Skill Integration, Decisional

Counseling, Treatment Planning, & Relapse Prevention

Assigned readings.

Session 6-Meet with triad for laboratory work & exercises:termination with client #2.

15 05/03/17 N/A 15, 16 Using Microskills with Theories of Counseling & Psychotherapy

Review Attitudes and Attributes Survey.


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Determining Personal Style & Future Theoretical/ Practical Integration

NO CLASS

05/10/17 N/A N/A CCSU FINAL EXAM WEEK ENJOY THE SUMMER!

CIVILITY:

The professor commits to the creation of a climate for learning characterized by intellectual diversity and a respect for each other and the contributions each person makes to class. Students are asked to make a similar commitment. It is vitally important that our classroom environment promote the respectful exchange of ideas. This entails being sensitive to the views and beliefs expressed during class discussions.

COMPUTERS, CELL PHONES, AND OTHER DIGITAL TECHNOLOGY:

Students are expected to refrain from the unauthorized use of technology during class; therefore, all technology should be turned off upon entering the classroom. The use of a laptop computer is unnecessary. Please speak with the instructor before recording any class activity. Talking, exploring the Internet, checking messages, and sending texts are not acceptable behaviors expected of graduate level students. Cell phones are to be turned off. Students who are required to use cell phones due to an emergency should seek prior approval from the professor before class begins. They should also discuss their reasons for needing to use a cell phone with fellow students, place their cell phones on vibrate, and leave the room immediately when receiving a message.

ACADEMIC INTEGRITY:

As a graduate student in the Department of Counseling and Family Therapy, you will be held to the highest standards of academic conduct. Academic misconduct will be dealt with per policies described in the School of Graduate Studies Handbook:

http://www.ccsu.edu/grad/resources/files/GRADUATESCHOOLHANDBOOKFEB2016.pdf.

All your work in this class should be original to you and to this class. Of course you are expected to explore, analyze, and discuss the ideas of others, but you must give them proper credit through citations and references. Also recycling papers from other classes is not acceptable. You can certainly continue to explore an area of interest, but you must do new or additional research and writing. The bottom line is ALWAYS (on exams, on papers, on projects, on presentations) do your own, original work, give credit to others for their ideas; if in doubt, ask your professor.

Per the Publication Manual of the American Psychological Association (2010), plagiarism involves presenting the work of another as if it were your own work. Work can refer to the written words of another, or their ideas. It is very important that you give appropriate credit to others when you use their work. If you use the exact words of an author in constructing a sentence or paragraph, you must use quotation marks around those words and give the page number in the citation. If you paraphrase someone else’s work, you must also give them credit with a citation. Paraphrasing involves rewriting someone else’s words to say what they said. It is best to use your own words when paraphrasing, but CNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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http://www.ccsu.edu/grad/resources/files/GRADUATESCHOOLHANDBOOKFEB2016.pdf

you can rearrange the order of words in an author’s sentence AND change some of the words and this would be considered paraphrasing. A good rule of thumb to follow is that any time you use more than 3 words in a row from an author, put those words in quotes. All students are expected to know what constitutes plagiarism and to avoid committing plagiarism in their written work. If plagiarism exists, it is a violation of the APA Ethical Standards, regardless of whether the plagiarism was intentional or not.

ACCESS, DISABILITY, & COMMUNICATION:

Please contact the professor privately to discuss your specific needs if you believe you need course accommodations based on the impact of a disability, medical condition, or if you have emergency medical information to share. If you have difficulty communicating in English with the instructor of this course, please inform the instructor so that the appropriate resources may be contacted. Students should notify the professor to identify, discuss, and document any feasible instructional modifications or accommodations no later than the end of the second week of the semester, or as soon as possible if the condition is diagnosed during the semester. Be sure you have met with someone in Student Disability Services prior to meeting with the instructor. The professor will need a copy of the accommodation letter from Student Disability Services to arrange your class accommodations. Contact Student Disability Services (Carol Hall, Room 246; phone: (860) 832-1952) if you are not already registered with them. Student Disability Services maintains the confidential documentation of your disability and assists you in coordinating reasonable accommodations with your faculty. The link to the Student Disability Services website is: http://www.ccsu.edu/sds/.

SEXUAL MISCONDUCT & INTIMATE PARTNER VIOLENCE:

Central Connecticut State University (CCSU) will not tolerate sexual misconduct against students, staff, faculty, or visitors, whether it comes in the form of sexual assault, sexual exploitation or sexual harassment, as defined in this policy. CCSU will also not tolerate intimate partner violence among its students. In an ongoing effort to prevent sexual misconduct and intimate partner violence on the CCSU campus, the University provides education and prevention programs for the CCSU community and pursues all criminal and administrative remedies for complaints of sexual misconduct. For additional information, please consult the CCSU policies at http://www.ccsu.edu/diversity/files/Sexual_Misconduct8-12.pdf.

All faculty members and staff have a duty to report incidents of sexual harassment including sexual misconduct, intimate partner violence and stalking to the Title IX Officer, Office of Diversity and Equity, Davidson Hall, 102.

To file a report: Diversity and Equity (860-832-1652); Student Affairs (860-832-1601); Student Conduct (860-832-1667); or the University Police (860-832-2375).

For support and advocacy: Student Wellness Services at 860-832-1945 (confidential), the Women’s Center at 860-832-1655, the local YWCA’s Sexual Assault Crisis Services Hotline at 860-223-1787 (confidential) and Prudence Crandall Center for Domestic Violence (confidential) at 888-774-2900 (24-hour hotline).

LIFELINE ASSIGNMENT(1 of 2)


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http://www.ccsu.edu/diversity/files/Sexual_Misconduct8-12.pdf

http://www.ccsu.edu/sds/

The purpose of this paper is to provide you with further insight into your life as you have passed through various stages. As stated by Corey, “if you expect your clients to make an honest self-assessment, you must be committed to this same quest for yourself.” How you cope with crises in your life is a good indication of your ability to help your clients work through their own. Read the handout, “Focus on Your Life Transitions.” Each of the nine stages of life represents a turning point when individuals are challenged with the fulfillment of their destinies. Both helpers and clients need to realize that personal transformation entails the willingness to tolerate pain and uncertainty. Growth is not generally a smooth process but involves some degree of turmoil. At each stage of life there are choices to be made. Your earlier choices have an impact on the kind of person you are now. This lifeline activity will give you the opportunity to review your own developmental history so that you have a perspective in working with the developmental struggles of your clients. You will be in a better position to understand your clients’ problems and to work with them if you have an understanding of your own vulnerabilities.

Lifeline Activity:

Draw a line to represent your life. This line may take any form or direction: squiggly, straight, circular, whatever. Mark an “X” on the line to indicate where you are right now.

1. List your major life events by numbers. You will need one or more life event at each stage.

2. Place the life events on the lifeline with the corresponding number from your life events list.

3. Mark a “P” of positive event or “N” for a negative event.

Lifeline Paper:

1. Identify each stage starting with infancy and up to your present stage. Discuss the task at that stage and whether you feel you did or did not master the task.

2. Beginning with your earliest recollection and continuing to your present age, describe your lifeline events and developmental characteristics that occurred at the different stages.

3. Discuss the impact of your life events and whether the events were an impediment or an aid to your development.

4. Choose one developmental stage of your life when counseling would have been beneficial, and answer the following questions:

a. What issues would you have brought to counseling? b. What would have been your goals? c. How would you know if you had reached your goals? d. How would your life have been different?

LIFELINE ASSIGNMENT(2 of 2)


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5. Answer the following questions:a. At this point in your life, how well do you think you have dealt with the effects of

key transition periods in your life? b. How have some of your earlier experiences influenced the person you are today?c. What have you learned from dealing with a crisis in your personal life that could

help you better understand clients who come to you in a state of crisis?d. Your current life is largely a result of the earlier choices you have made. What

choices have particularly affected the person you are today?

The length of the paper is a minimum of seven pages and a maximum of 10 (these do not include the cover, abstract, and reference pages). The format of the paper should include the following components: (a) title page with running head, (b) abstract with keywords, (c) even double spacing throughout, (d) 1-inch margins, (e) Times New Roman typescript, font size 12, (f) headings (g) citations, and (h) reference page. Grading will also be based on adherence to APA standards; therefore, the writing style needs to comply with the guidelines described in the Publication Manual of the American Psychological Association (6th edition).

A minimum of three references within the past five to 10 years (unless considered seminal or classic works) must be cited in the body of the paper and listed on a corresponding reference page. All references must be obtained from peer-reviewed journals and/or academic textbooks. Although students may cite from the course’s textbooks, these will be excluded when identifying if the minimal number of references were listed on the reference page. Do not refer to non-scholarly materials; their legitimacy is often questionable. Referencing Internet hyperlinks is not valid; when citing a scholarly article, the information should be obtained directly from the peer-reviewed journal. Obtaining information via a non-peer reviewed online article through a Google search, and then copying and pasting a hyperlink on the reference page, is not sufficient or appropriate. Valid academic journal articles may be found online via CCSU's library website by following these steps:

CCSU's main webpage > Elihu Burritt Library > Databases > Browse by database > Select "P" > Select either "PsycINFO" or "PsychARTICLES"

Evaluation of the assignment will be based on content related to the “Focus on Your Life Transitions” article, completion of lifeline activity, organization, clarity of purpose and readability, obvious interest and effort, and precision of writing consistent with graduate level standards. Written assignments are expected to meet normal standards of English composition, including clear thought development and organization, correct grammar, spelling, and punctuation, etc. Please do not use abbreviated or informal language. Students who believe they may need assistance in writing are encouraged to consult with CCSU’s Writing Center.

ILLUSTRATIVE RUBRIC FOR LIFELINE ASSIGNMENT (20 points available)

Component Exceeds (5) Meets (4) Satisfactory (3) Does Not Meet (0)


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Diagram Clearly labeled showing progression of stages.

Included current and future stages.

Clearly labeled showing progression of stages.

Included current stages.

Clearly labeled showing current stages.

Listed stages only; no details provided.

Organization Comprehensive background of personal story.

Succinctly listed each stage of Erickson’s theory.

Fully described each relevant stage, and listed future ones.

Basic background of personal story.

Listed all stages per Erickson’s theory.

Generally described each relevant stage, and listed future ones.

Limited background of personal story.

Listed all stages per Erickson’s theory.

Identified relevant stages, and mentioned future ones.

Described first three items or less, but no details were given.

Counseling Need

Comprehensively described a stage when counseling would have been beneficial, including the specific circumstances.

Described a stage when counseling would have been beneficial.

Brief description only.

Nothing described, or no details were given.

Clarity and Technique of Writing/APA Writing Style

Writing was crisp, clear, and succinct.

The use of pronouns, modifiers, parallel construction, etc. were appropriate.

All needed citations were included in the report.

References matched the citations, and all were encoded in APA format.

Writing was clear; unnecessary words were rarely used.

Meaning was generally apparent.

Paragraph or sentence structure was occasionally repetitive.

Citations within the body of the report and a corresponding reference list were presented, but formatting problems were minor.

Writing was generally clear, but unnecessary words were occasionally used.

Meaning was sometimes hidden.

Paragraph or sentence structure was too repetitive.

Citations within the body of the report and a corresponding reference list were presented, but some formatting problems existed.

It was difficult to understand what the writer was trying to express; writing was convoluted.

Misspelled words, incorrect grammar, & improper punctuation were evident.

Citations for were not present, or references that were included were not found in the text.

Multiple formatting errors.

CASE STUDY ANALYSIS DIRECTIONSCNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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Show how you would work with this client using therapeutic strategies from a theory you select. You should use theoretical perspectives from at least one theory chosen from your text; however, integrating up to three will result in a higher score (see rubric). Draw upon a variety of concepts and strategies as you demonstrate how you might work with several of this client’s themes. Focus on a few themes or problems in the client’s life that you are interested in exploring, and discuss the following:

1. What are the primary presenting issues?

2. How do you know these are the presenting issues (e.g., explain your rationale if you identify “depression” as one of the presenting problems)?

3. What stands out as important in this particular case?

4. What are the goals for this client?

5. What theoretical orientation(s) did you choose?

6. Why have you chosen this theoretical orientation(s)?

7. Explain the techniques (interventions) you would use and your rationale for employing these interventions.

8. How will you know there has been change?

9. Describe any issues of your own that may interfere and/or any ethical issues this case presents?

The length of the paper is a minimum of five pages and a maximum of seven (these do not include the cover, abstract, and reference pages). Citations and references are not required; however, if you choose to do so, you must insert the appropriate citations and provide a reference page per APA guidelines. Expectations regarding the writing style and formatting for the case study analysis are the same as those described for the Lifeline assignment.


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Microsoft Office User, 10/12/16,

REVISE: (the integration of three theoretical perspectives is highly encouraged).

ILLUSTRATIVE RUBRIC FOR CASE STUDY ANALYSIS(20 points available)

Component Exceeds (4) Meets (3) Satisfactory (2) Does Not Meet (0)Theoretical Analysis of Case Study

Used the lens of at least three theories to conceptualize the client’s issues.

Used two theories to analyze the case study.

Used only one theory to analyze the case study.

No theory used. No analysis

conducted.

Multicultural Competency

Identified at least three personal biases.

Explained effects of biases in working with client.

Described how personal beliefs can be a barrier when working with clients.

Listed three measures would use to work effectively with this client despite personal beliefs and biases.

Identified two personal biases.

Explained effects of biases in working with client.


Listed two measures would use to work effectively with this client despite personal beliefs and biases.

Identified one personal bias.

Explained effect of bias in working with client.


Listed one measure would use to work effectively with this client despite personal beliefs and biases.

Did not identify personal biases.

Did not explain effect of biases when working with client.

Did not describe how personal beliefs can be a barrier when working with client.

Techniques and Outcomes

Used techniques from three theories and specified three client outcomes.

Used techniques from two theories and specified two client outcomes.

Used techniques from one theory and specified one client outcome.

No techniques used. No client outcomes

specified.

Ethical Issues Identified multiple ethical issues that can arise.

Identified two possible ethical issues that can arise.

Identify one ethical issue that may arise.

No ethical issues identified.

Clarity and Technique of Writing/APA Writing Style

Writing was crisp, clear, and succinct.

The use of pronouns, modifiers, parallel construction, etc. were appropriate.

All needed citations were included in the report.

References matched the citations, and all were encoded in APA format.

Writing was clear; unnecessary words were rarely used.

Meaning was generally apparent.

Paragraph or sentence structure was occasionally repetitive.

Citations within the body of the report and a corresponding reference list were presented, but formatting problems were minor.

Writing was generally clear, but unnecessary words were occasionally used.

Meaning was sometimes hidden.

Paragraph or sentence structure was too repetitive.

Citations within the body of the report and a corresponding reference list were presented, but some formatting problems existed.

It was difficult to understand what the writer was trying to express; writing was convoluted.

Misspelled words, incorrect grammar, & improper punctuation were evident.

Citations for were not present, or references that were included were not found in the text.

Multiple formatting errors.


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GUIDELINES FOR GIVING FEEDBACK TO PEERS(1 of 2)

Giving feedback well is an art. Here are some guidelines to help you develop that art.

1. KEEP THE GOAL OF FEEDBACK IN MIND. In giving feedback, always keep the generic goal of feedback in mind: To help the other person (or yourself, in the case of self-feedback) do a better job. Improved performance is the goal. Applied to helping, this means providing the kind of feedback to yourself and your co-learners that will help you become better helpers. Feedback will help you learn every stage and step of the model.

2. USE THE “SANDWICH APPROACH” IN GIVING FEEDBACK:

a. Tell your co-learner what he/she is doing well: You leaned toward the client and kept good eye contact even though the client became very intense and emotional. Your behavior said, “I’m still with you.”

b. Tell your co-learner what he/she could do differently: When you asked a question the client looked confused. I wonder what it would have been like if you said, “You are sad.”

c. Tell your co-learner what he/she is doing well: “You matched the client’s demeanor. Your face reflected sadness when the client was sad.” This method of giving feedback helps in making feedback more palatable. It makes the receiver identify his or her strengths and reinforces useful helping behaviors.

3. DON’T AVOID CORRECTIVE FEEDBACK. To learn from our mistakes we must know what they are. Corrective feedback given in a humane way is a powerful tool for learning. “You seem reluctant to challenge your clients. For example, the client didn’t fulfill his contract from the last session and you let it go. You fidgeted when the client said, “I didn’t get around to it.”

4. BE SPECIFIC. General statements like, “I liked your style in challenging your client,” or “You could have been more understanding,” are not helpful. Change them to statements such as, “Your challenge was helpful because you pointed out how self-defeating the clients internal conservations were and hinted at ways the client could change these conversations,” or “your tone was harsh and you did not give the client a chance to reply to what you were saying.”

5. FOCUS ON BEHAVIOR RATHER THAN TRAITS. Point out what the helper does or fails to do. Do not focus on traits or use labels such as, “You showed yourself to be a leader,” or “You’re still a bumbler.” Avoid using negative traits such as “lazy,” “a slow learner,” “incompetent,” “manipulative,” and so forth. This is just name-calling and creates a negative learning climate in the group. The following statements deal with specific behaviors rather than traits: “You let the client criticize you without becoming


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defensive; the client listened better after that,” or “You did not catch the client’s core messages.” Such statements deal with specific behaviors rather than traits.

GUIDELINES FOR GIVING FEEDBACK TO PEERS(2 of 2)

6. INDICATE THE IMPACT OF THE BEHAVIOR ON THE CLIENT. Feedback should help counselors in training interact more productively with clients. It helps to indicate the impact of the helper’s behavior on the client. “You interrupted the client three times in the space of about two minutes. After the third time, the client spoke less intensely and switched to safer topics. The client seemed to wander around.”

7. PROVIDE HINTS FOR BETTER PERFORMANCE. Often helpers, once they receive corrective feedback, know how to change their behavior. After all, they are learning how to help in the training program. Sometimes, however, if the helper agrees with the feedback but does not know how to change the behavior, suggestions or hints on how to improve performance are useful. These, too, should be specific and clear. “You are having trouble providing your clients with empathy because you allow them to talk too long. They have made so many points that you don’t know which to respond to. Try interrupting your clients gently so that you can respond to key messages as they come up.”

8. BE BRIEF. Feedback that is both specific and brief is most helpful. Long-winded feedback proves to be a waste of time. A helper might need feedback on a number of points. In this case, provide feedback on one or two points. Give further feedback later on. In general, do not overload your co-learner with too much feedback at one time.

9. USE DIALOGUE. Feedback is more effective if it takes place through a dialogue between the giver and receiver, a brief dialogue, of course. This gives the receiver an opportunity to clarify what the feedback giver means and to ask for suggestions if he or she needs them. A dialogue helps the receiver better “own” the feedback.


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COUNSELING 501 THEORIES AND TECHNIQUES OF COUNSELING Recorded Session Evaluation Form/Observer Worksheet

(1 of 2)

Counselor in Training: ________________________ Observer: __________________________

Criteria Rating (Least to Best) OPENING: Was the opening appropriate, friendly, and pleasant?

1 2 3 4

ATTENDING BEHAVIORS: Is the counselor reflecting good attending behaviors, e.g., posture, eye contact, facial expressions, etc.? Do the attending behaviors communicate a sense of caring and genuine interest in the client?

1 2 3 4

AVAILABILITY BEHAVIORS: Is the counselor communicating a sense of being available and open to the client? Is the counselor receptive, respectful, and non-interfering? Does the counselor use silence effectively?

1 2 3 4

RELATIONSHIP BUILDING BEHAVIORS: Is the counselor using self to promote a mutually respectful relationship with the client through support, humor, self-disclosure, etc.?

1 2 3 4

FACILIATIVE BEHAVIORS: Is the counselor helping the client to tell his/her story by using active listening skills, e.g., minimal encouragers, paraphrasing, reflection, leading, summarization, support, and approval?

1 2 3 4

DEEPENING BEHAVIORS: Is the counselor helping the client to hear his/her own inner voice and gain a better understanding of her/his stuck points, faulty thinking, or self-defeating behaviors? Is the counselor using confrontation, interpretation, or other techniques to deal with client resistance?

1 2 3 4

PROBLEM SOLVING BEHAVIORS: Is the counselor using reframing, homework, solution focused techniques, and planning to help the client develop a plan of action that will address client’s problems and promote health and growth?

1 2 3 4

CLOSING: Did the counselor initiate an appropriate closing? 1 2 3 4

1= Harmful 2= Ineffective 3= Facilitative 4= AdditiveCNSL 501 Theories & Techniques in CounselingCCSU Spring 2017Professor: Dr. R. W. Holt

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COUNSELING 501 THEORIES AND TECHNIQUES OF COUNSELING Recorded Session Evaluation Form/Observer Worksheet

(2 of 2)

PITFALL AVOIDING BEHAVIORS

Is the counselor avoiding the following pitfalls? Talking too much Yes NoNot talking enough Yes NoGiving advice Yes NoAsking too many questions Yes NoAsking closed questions Yes NoOverdoing self-disclosure Yes NoImposing values Yes NoFilling in every silence Yes NoRushing to solve the problem Yes NoDoing the work for the client Yes No

Summary of Strengths:

Summary of Improvement Opportunities:


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Central Connecticut State University Department of Counselor Education and Family Therapy

ATTITUDES AND ATTRIBUTES SCALE

Student: ________________________________ Date: ____________

Program: SC MFT PC HE Please rate the student according to the scale described below. 1 = I have observed behavior in student that indicates that the student possesses this attitude or attribute. 2 = I have not observed this attitude or attribute. Neither have I observed any problematic behaviors associated with these attitudes or

attributes. 3 = I have observed specific behaviors that suggest that the student has a problem with this attitude or attribute. These behaviors are discussed

on the reverse side.

ATTITUDE OR ATTRIBUTE RATING 1 Comment: Communicates personal enthusiasm

2 Comment: Shows appropriate level of patience

3 Comment: Demonstrates ability to work cooperatively

4 Comment: Able to express feelings effectively and appropriately

5 Comment: Able to deal with conflict

6 Comment: Aware of impact of self on others

7 Comment: Willing to articulate/demonstrate personal convictions

8 Comment: Displays interest in further personal growth

9 Comment: Uses feedback from others constructively

10 Comment: Able to accept personal responsibility

11 Comment: Demonstrates ethical behavior

12 Comment: Demonstrates sensitivity to and respect for the needs and feelings of others

13 Comment: Recognizes and understands the worth of all individuals and the opportunity that racial, cultural, sexual and religious diversity presents in the classroom

TO BE COMPLETED BY INSTRUCTOR


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________________________________________________ Instructor’s Name (please print):

________________________________________________ Instructor’s Signature:

I have reviewed the completed A&A scale and the instructor’s comments.

________________________________________________ Student’s Signature TO BE COMPLETED BY ADVISOR (Required when a rating of 3 is noted on the reverse side) Plans for improvement:

Student Telephone Number: ___________________________ ___________________________ Date


_________________________________________________________________ Areas in which improvements are needed: Special strengths noted in student:

Student’s Signature

. ________________________________ I have met with my advisor and understand the plans for improvement

Advisor’s Signature

I have consulted with the student regarding the above plan of improvement. ________________________________

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Central Connecticut State University Department of Counselor Education and Family Therapy

POLICY ON EVALUATING STUDENTS’ ATTITUDES AND ATTRIBUTES

Because of the special nature of a counseling relationship, it is critically important that students are relatively free from emotional distress or any psychological problems that may impair their effectiveness as counselors. People who request counseling are often in emotional crisis and need to make important decisions about their lives. They have a right to expect that their counselor is competent, ethical and psychologically healthy. Therefore, the counselor education faculty evaluates all students on the basis of personal characteristics that have been deemed essential to becoming effective counseling professionals. Instructors in CNSL 501, CSNL 504, MFT 541, and certain other courses at the prerogative of the professor, complete an Attitudes and Attributes Survey (A&A) on each student. The A&A becomes part of the student’s file and is seen by the student’s advisor prior to rendering a decision regarding admission into candidacy. It may also be used to assess a student’s qualifications for continuing in a pre-professional program. Research has shown that effective counselors possess characteristics that include: openness, flexibility, cooperation, a positive attitude, willingness to use and accept feedback, awareness of one’s impact on others, ability to deal with conflict, ability to accept personal responsibility, and ability to express feelings effectively and appropriately. Additionally, effective counselors adhere to standards of ethical conduct and recognize and appreciate the worth of all people regardless of individual differences. No student is expected to be a perfect self-actualized human being. But it is important that students are motivated to grow personally and constantly evaluate their own needs, values and personality traits that may have a bearing on their counseling effectiveness. The counseling curriculum is designed to provide ample opportunities for self-growth and self-awareness and the faculty is committed to working with students throughout their training program. The CNSL 500 and CNSL 501 courses tend to be experiential in nature and may provide opportunities for student self-disclosure. Students are expected to monitor and appropriately limit their self-disclosure and to determine for themselves the extent to which they wish to participate in classroom group discussions and exercises. No student is counted out of the program strictly on the basis of Attitudes and Attributes Survey results alone. When faculty has concerns about a student’s readiness for entrance into the counseling profession, they work with the student to provide sufficient opportunity for improvement. In the rare instance where all efforts to remedy the situation have failed, the student is counseled to discontinue the program. In such an instance the student is advised of her or his appellate rights.

I have read and understand the Department of Counselor Education and Family Therapy policy on evaluating students’ personal attitudes and attributes. ___________________________________________________ ________________ Student’s Signature Date


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__________________________________________________ Student’s Name (please print)

Program: SC MFT PC HE


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