Faculty of Education Graduate Studies Program€¦ · cognitive behavioural therapy, dialectical...
Transcript of Faculty of Education Graduate Studies Program€¦ · cognitive behavioural therapy, dialectical...
FacultyofEducation
GraduateStudiesProgram
04:704COUNSELLINGINTERVENTIONS(3)
Regular/2019-20/Term2
HealthStudiesBuilding(HSB),Rm.043HealthStudiesBuilding(HSB),CounsellingRooms
January11-12,January25-26,February8-9,
February22-23(alternateweekend)
Instructor:ChrisBrown,B.A.,B.Ed.,M.Ed.(Spec.Ed.),M.Ed.(Couns.),Ph.D.,C.C.C.Office#:223-2EBPhone#:1(204)727-9614Email:[email protected] Course Description: Studentswillacquireknowledgeandskillsinempiricallysupportedtherapies(e.g.,cognitivebehaviouraltherapy,dialecticalbehaviouraltherapy,acceptanceandcommitmenttherapy,mindfulness-basedstressreduction)usedinthehelpingprofession.Particularattentionwillbeplacedontheimpactandtreatmentoftrauma-informedapproachestofosterresilience.Bestevidence-basedcounsellingpracticesinthetreatmentofsubstancerelateddisorders,mooddisorders,eatingdisorders,deliberateself-injury,suicidality,anxietydisorders,andpsychoticdisorderswillbeexplored.Inlearningaboutthetreatmentandcareforthosewithmentalhealthconcerns,studentswillalsoacquireskillstopromotementalhealthliteracyandpositiveyouthwellness.
Prerequisite:04:708,04:709and04:768orpermissionofInstructor.
Schoology Access Code: R8RT-P62J-XR9MS
CourseObjectives:Thiscourseisanintroductiontotheroleoftheguidancecounsellorasatherapist.Formanyofyou,itwillalsobeanimportanttransitionpointinyourjourneytowardspersonalandprofessionalcongruency.Ideallyyouwillgainthetools,theunderstanding,andthemotivationtodevelopandintegratehelpfulbehaviours,toaphilosophicalapproachthatisauthentic,ethicalandcompassionate.Youwilllearnanumberofcounsellingtheories,strategiesandtechniquesthatwillsupportyouasyoudevelopthecommunicationskillstoeffectivelysupportpositivestudentchange.Clearly,thiscourseisdemandingofyourtime,yourenergyandyourcommitment,particularlyinthiscondensedformat.Therefore,itisessentialthatyoutakeresponsibilityforyourownlearning,becomefullyinvolvedinclasslife,andarrangesufficienttimetoallowthistohappen.Oneofthechallengesofhavingthisclassrunonthreeweekendsisthateachweekendbecomesacriticallearningweekend.Ifyouaren’tabletoattendallweekends,youwillneedtowithdrawfromthecourseandtakeitagaininthefollowingyearorwhenyouareabletocommittotheweekends.ThereasonforthisisthatallofthecounsellinginterventionstrategiesthatweuseduringtheweekendaremarkedasPassorFail.Ifyouaren’ttheretobeevaluatedina“live”setting,youcannotbedeterminedtohavecompetencyintheinterventionapproachbeingused.GeneralLearningOutcomes:Bytheendofthecourse,studentswillbeableto:• Demonstrateappropriateverbalandnon-verbalcommunicationskills
• Explaintheroleofthecounsellorandtheethicsofcounselling
• ExplaintheroleoftheschoolcounsellorintheprovinceofManitoba
• Explaintheimportanceofthirdwavecognitivebehaviouraltherapy,including
AcceptanceandCommitmentTherapy(ACT)• Role-playatherapeuticcounsellingrelationshipandprovidesupportive
interventions• Communicateeffectivecaseconceptualizationprocesses
• Role-playcounsellingscenariosusingcomplexcognitivebehaviouralframework
• Explaintheimportanceofteacherwellnessandpositivementalhealth.
• Developawhole-schoolapproachtocounsellinginterventionsthatincludes
individual/groupcounsellingandpreventionprogramming.CourseFormat:Classeswillinvolveavarietyofactivitiesincludingmini-lectures,discussion,role-plays,andexperientialexercises.Youwillhaveopportunitiestobebothclientandcounsellorandyouareencouragedtouseyourpersonallifeexperiencesinordertobestappreciatetheexperienceofbeingaclient.However,youareneverrequiredtosharemoreaboutyourselfthanyouarecomfortablewithsharing.
RequiredTexts:
RecommendedTexts&References:
Course Work Competethefollowingtwoonlineworkshopsinadvanceofthecourse:
• CompletetheLearnMentalHealthLiteracycourseviathefollowinglink:https://pdce.educ.ubc.ca/teach-mental-health/
• CompleteMakingSenseofTrauma:PracticalToolsforRespondingtoChildrenandYouth.Thecourseisavailableviathefollowinglink:https://makingsenseoftrauma.com/course/making-sense-of-trauma/
Readthefollowingbooks(availableforpurchasethroughAmazon,etc.)• ACTMadeSimple(2nded.)• ChoiceTheory:Anewpsychologyofpersonalfreedom
Reviewthefollowingpreviouscoursematerial• LearningtheArtofHelping:buildingblocksandtechniques(from04.708)• CodeofEthics:Canadiancounsellingandpsychotherapyassociationdocument
(SeeSchoologyCourseReadings)• ManitobasourcebookforSchoolandGuidanceCounsellingServices:A
comprehensiveanddevelopmentalapproach(SeeSchoologyCourseReadings)
Readthefollowingarticles(availableinSchoologyunder04704Reading)
RTIandPrevention• IntegratingRTIWithSchoolCounselingPrograms:BeingaProactive
ProfessionalSchoolCounselor• RTIActionNetworkResponsetoProfessionalSchoolCounselor’sRole
MotivationalInterviewing
• MIDefinitionPrinciples&Approach.pdfSolutionFocusedBriefTherapy
• SolutionFocusedCounselinginSchools• UsingtheSolutionFocusedApproachinSchool• ORSandSRSRatingScales
MentalHealth
• MentalHealthRiskandProtectiveFactors• MentalHealthPromotioninSchools
Third-wave/mindfulness
• MindfulnessinSchoolsResearchProject:ExploringStudents’PerspectivesofMindfulness
• Mindfulness-basedapproaches:Aretheyallthesame?• IntegratingMindfulnessTrainingintoK-12Education:FosteringtheResilience
ofTeachersandStudents
• MindfullyTeachingintheClassroom:AliteratureReview
AcceptanceandCommitmentTherapy(ACT)• AReviewofAcceptanceandCommitmentTherapy(ACT)EmpiricalEvidence• AcceptanceandCommitmentTherapyandtheNewBehaviorTherapies• CleanandDirtyPain
DialecticalBehaviorTherapy(ForReview….Youonlyneedtoscanthesetwo)
• DBTLineham• DBTSkillsAdolescents-Rathus&Miller
CourseAssignments(APAversion6.0required)
Course Evaluation Summary Weekend 1 15%
• Role-playSelf-evaluation(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend1(10%)• LearnMentalHealthLiteracy(P/F)• MakingSenseofOnlineTrauma(P/F)• CounsellingInterventionSkillAssessment(P/F)
Weekend 2 30%
• Role-playSelf-evaluation2(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend2(10%)• Quiz1(15%)• CounsellingInterventionSkillAssessment2(P/F)
Weekend 3 30% • Role-playSelf-evaluation3(5%)• 2-pagesummaryof‘Course-takeaways’fromweekend3(10%)• Quiz2(15%)• CounsellingInterventionSkillAssessment3(P/F)
Final Assignment (APA version 7.0 required) 25%
• In12-15pagesandusingcurrentevidence-basedpractices,usethebestavailableliteraturetoprovideastrongtheoreticalfoundationforyourorientationandthencreateaschoolcounsellingphilosophyandplanforprovidingeffectivecounsellinginterventions.Considertheneedtoprovideindividual/groupcounsellingandpreventionprogrammingandusetheRTImodeltoprovidestructure.
Assignments
Assignments Value Making Sense of Trauma Online Course P/F (Certificate)
Learn Mental Health Literacy P/F (Certificate) Role Play Self-evaluation (3X) 15% Quizzes (2X) 30% Course Takeaways (3X) 30% Final Assignment 25%
Assignment Dates and explanations are found in Schoology.
In-Class Activities Because the Faculty of Education is a professional school, attendance in class is a requirement for all students. We will be working on therapeutic interventions during every class. It is not possible to gain an understanding for this work if you are not present. Because of the significant value connected to in-class activities, you are required to attend all classes. Counselling Intervention Skills (P/F) Participants in the course are required to meet the minimum competency for a student who has learned how to effectively provide basic counselling skills and basic counselling intervention skills. (Please see the attached rubric.) Students are required to be proficient in all of the skills in the rubric. These skills are evaluated during each weekend counselling activity. Students who do not meet this minimum competency (Pass) for each skill by the end of the course will receive an F grade in the course. Learn Mental Health Literacy (P/F) Certificate Students will complete Mental Health Literacy for the Classroom course in advance of week two via the following link:https://pdce.educ.ubc.ca/teach-mental-health/ Making Sense of Trauma Online Course (P/F) Certificate Students will complete the Making Sense of Trauma: Practical Skills for Responding to Children and Youth Webinar developed by New Directions through Manitoba government support. Students will need to complete this in advance of the first weekend as we will be conducting a brief workshop on Trauma informed care. Link: https://makingsenseoftrauma.com/course/making-sense-of-trauma/ Quizzes (30 %) There will be two quizzes during the course based on readings, course content, and class discussions. The Quizzes will be conducted through Schoology. The course notes for each section of the course are available on Schoology.
Final Assignment (25%) In 12-15 pages and using current evidence-based practices, use the best available literature to provide a strong theoretical foundation for your orientation and then create a school counselling philosophy and plan for providing effective counselling interventions. Consider the need to provide individual/group counselling and prevention programming and use the RTI model to provide structure. Grading Criteria:
Verbal Label Verbal Description Percentage
Letter Grade
Distinction
Outstandingwork;Comprehensiveanddetailedunderstanding;Insightfulanalysisanduseofcreativeapproachestoexploringandapplyingtheconcepts;Evidenceofconsiderablethoughtandeffort.Wellwrittenwithnospellingorgrammaticalerrors.
96-100
A+
90-95
A
85-89 A-
Superior
Verygoodwork;Demonstratingfullunderstandingofconcepts; Insightandcreativityapparentintheanalysis;Evidenceofthoughtandeffort.Wellwrittenwithaminimalnumberofspellingorgrammaticalerrors.
80-84
B+
75-79
B
70-74 B-
Average
Satisfactorycompletionofassignmentsshowingbasicunderstandingandcompetence;Someevidenceofthoughtandeffort,howevernotgraduatelevelwork.Reasonablywritten.Somespellingorgrammaticalerrors.
70-74
C+
60-69
C
55-59
C-
Marginal
Marginal;Inadequateunderstandingorabilitytoapplytheconcepts;Minimaleffort.Poorlywrittenwithmanyspellingandgrammaticalerrors.
50-54 D
Failure
Nounderstanding,effortorabilityevident;ordidnotcompleteassignmentsasoutlined.Extremelypoorlywritten.
0-49 F
Note:TheminimumgraderequirementsforFacultyofEducationgraduatecoursesisinthehighsuperiortodistinguishedrange.Therefore,yourfinalmarkmustbeaBorgreatertosuccessfullycounttowardsyourdegree.
Academic dishonesty will cancel out all the calculations above and result in a final grade of F-AD (Fail-Academic Dishonesty and Misconduct)(Refer to the Graduate Calendar, section 3.9.) Instructor / Course Evaluation:Theanonymouscourseevaluationswillbecompletedonline.Allstudentsareencouragedtocompletetheevaluation.TheGraduateStudiesOfficewillcommunicatedatesoftheevaluation. Attendance at Lectures and Practical Work: (Refer to the Graduate Calendar, section 3.7.1.)
1. Allstudentsareexpectedtoberegularintheirattendanceatlecturesandlabs.Whileattendancepersewillnotbeconsideredassessingthefinalgrade,itshouldbenotedthatincoursesparticipationinclassactivitiesmayberequired.
2. Forlimitedenrolmentcourses,studentswhoareregisteredbutdonotattendthefirstthreeclassesornotifytheinstructorthattheyintendtoattendmayhavetheirregistrationcancelledinfavourofsomeoneelsewishingtoregisterforthecourse.
3. Studentswhoareunabletoattendascheduledinstructionperiodbecauseofillness,disability,ordomesticafflictionshouldinformtheinstructorconcernedassoonaspossible.
Support and AccommodationsBrandonUniversityvaluesdiversityandinclusion,recognizingdisabilityasanaspectofdiversity.Oursharedgoalistocreatelearningenvironmentsthatareaccessible,equitable,safe,andinclusiveforallstudents.
Counselling Support
CounsellingservicesareavailableforallBrandonUniversitystudents.PleasecontactthecounsellorsintheStudentServicesDepartmentat204-727-9737orvisitRoom102A.E.McKenzieBuildingduringregularbusinesshourstomakeanappointment.BrandonUniversitystudentsalsohaveoff-campusaccesstocounsellingservicesthroughtheirHealthCareplan.ToaccessthisservicecontactBUSUat(204)[email protected],teachersworkinginManitobahaveaccesstocounsellingservicesthroughtheManitobaTeachers’Society.Toaccesstheseservices,contacttheEducatorAssistanceProgramat1-800-378-8811.PleasealsoconsideraddingtheI.M.Wellapp.toyourphoneforamoredetailedlistofsupportsandservicesforBrandonUniversitystudents.
Student Accessibility Services
StudentAccessibilityServices(SAS)workswithstudentswhohavepermanent,chronic,ortemporarydisabilities.SASsupportsstudentsbydevelopinganindividualizedplanofaccommodation,helpingstudentsunderstandtheirlearningneeds,andassistingfacultywithprovisionofaccommodationsforstudentsregisteredwithSAS.
Ifyouhave,orthinkyoumayhave,adisability(e.g.mentalhealth,attentional,learning,vision,hearing,physical,medical,ortemporary),youareinvitedtocontactStudentAccessibilityServicestoarrangeaconfidentialdiscussionat(204)727-9759ormagnussonm@brandonu.ca.AdditionalinformationisavailableontheStudent
AccessibilityServiceswebsitehttps://www.brandonu.ca/student-services/student-accessibility-services/IfyouareregisteredwithSASandhavealetterrequestingaccommodations,youareencouragedtocontacttheinstructorearlyinthetermtodiscusstheaccommodationsoutlinedinyourletter.
Counselling Interventions Skills Rubric
SkillProficient
(Pass)
NotObserved
(Fail)TheoreticalConnection:Appropriateapplicationofstrategy/techniquebeingdeveloped
MinimalResponses/Encouragers:Appropriateuseof“mmhm”,“yeah”,etctocommunicatetotheclientw/ointerruptingtheclient’scommunication
Open-endedQuestions:Appropriateuseofopen-endedandlimited-useofclosedquestions
Paraphrase:Usingyourownwordstobrieflycommunicateanunderstandingofthecontentofwhattheclienthassaid
ReflectionsofFeeling:Accurateresponsethatincludesboththecontent(thoughts)andfeelingsintheclient’spreviouscommunication
Summarization:Anaccuratecombinationoftwoormoreoftheclient’spreviouscommunications
Genuineness:Beingcongruent,spontaneous,non-defensive,andopentotheclient
Positiveregard:Expressingpositiveaffirmationfortheclient
Theoreticalframing:Understandsthetheoreticalframeworkunderlyingapproach
Caseconceptualization:Conceptualizedcasebyintegratingcontextwiththeoreticalconceptualization
Interventions:Providedmeaningfulinterventionsbasedontheoreticalframeandcaseconceptualization
Course Preparation at a glance 1. In advance of Weekend One
Competethefollowingtwoonlineworkshopsinadvanceofthecourse:• CompletetheLearnMentalHealthLiteracycourseviathefollowinglink:
https://pdce.educ.ubc.ca/teach-mental-health/
• CompleteMakingSenseofTrauma:PracticalToolsforRespondingtoChildrenandYouth.Thecourseisavailableviathefollowinglink:https://makingsenseoftrauma.com/course/making-sense-of-trauma/
Readthefollowingthreebooks(AllofthebooksareavailableforpurchasethroughAmazon,etc.)
• ChoiceTheory:Anewpsychologyofpersonalfreedom• ACTMadeSimple(2nded.)
Reviewthefollowingpreviouscoursematerial• LearningtheArtofHelping:buildingblocksandtechniques(from04.708)• CodeofEthics:Canadiancounsellingandpsychotherapyassociationdocument
(SeeSchoologyCourseReadings)• ManitobasourcebookforSchoolandGuidanceCounsellingServices:A
comprehensiveanddevelopmentalapproach(SeeSchoologyCourseReadings)
Readthefollowingarticles(availableinSchoologyunder04704Reading)
RTIandPrevention• IntegratingRTIWithSchoolCounselingPrograms:BeingaProactive
ProfessionalSchoolCounselor• RTIActionNetworkResponsetoProfessionalSchoolCounselor’sRole
MotivationalInterviewing
• MIDefinitionPrinciples&Approach.pdfSolutionFocusedBriefTherapy
• SolutionFocusedCounselinginSchools• UsingtheSolutionFocusedApproachinSchool• ORSandSRSRatingScales
MentalHealth
• MentalHealthRiskandProtectiveFactors• MentalHealthPromotioninSchools
Third-wave/mindfulness
• MindfulnessinSchoolsResearchProject:ExploringStudents’PerspectivesofMindfulness
• Mindfulness-basedapproaches:Aretheyallthesame?
• IntegratingMindfulnessTrainingintoK-12Education:FosteringtheResilienceofTeachersandStudents
• MindfullyTeachingintheClassroom:AliteratureReview
AcceptanceandCommitmentTherapy(ACT)• AReviewofAcceptanceandCommitmentTherapy(ACT)EmpiricalEvidence• AcceptanceandCommitmentTherapyandtheNewBehaviorTherapies• CleanandDirtyPain
ReviewthefollowingtwobooksonDialecticalBehaviorTherapy
• DBTLineham• DBTSkillsAdolescents-Rathus&Miller
2. In advance of Weekend Two
• Prepareforquiz1
3. In Advance of Weekend Three • Prepareforquiz2