Sistema Universitario Ana G. Méndez, Inc. School for ... · EDUC 584 Individual Counseling...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Turabo

EDUC 584

Individual Counseling Techniques

Técnicas de Consejería Individual

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

Guidance and Counseling Department

March 3, 2013

EDUC 584 Individual Counseling Techniques 2

Prepared. 2005. Revised. March 2013

Prepared based on the course syllabus (2013) of the School of Professional Studies

Metro Orlando Campus, with the collaboration of:

Prof. Lorine Guzman, MS, MA, Module Development Specialist,

Edward V. Cornejo, Content Evaluator

Luis L. Díaz, English Language Specialist

Bárbaro Forteza Cáceres, MS, Spanish Language Specialist

Diane Durén, MS, Curriculum and Instructional Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

GUÍA DE ESTUDIO ..................................................................................................................... 5

STUDY GUIDE ........................................................................................................................... 19

TALLER UNO ............................................................................................................................. 31

WORKSHOP TWO .................................................................................................................... 37

TALLER TRES ........................................................................................................................... 44

WORKSHOP FOUR ................................................................................................................... 50

TALLER CINCO/WORKSHOP FIVE ..................................................................................... 56

APÉNDICE A /APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING

RUBRICS ............................................................................................................................... 64

APÉNDICE B / APENDIX B DIARIO REFLEXIVO-REFLEXIVE DIARY ...................... 69

APÉNDICE C / APENDIX C SELF DISCLOSURE EXERCISE.......................................... 71

APÉNDICE D /APPENDIX D THE WRITING PROCESS 6-TRAITS WRITING

RUBRIC ............................................................................................................................... 72

APÉNDICE E /APPENDIX E REGISTRO PARA EL DESARROLLO DEL

PROYECTO FINAL –FINAL PROJECT LOG ...................................................................... 80

APÉNDICE F/APPENDIX F MATRIZ VALORATIVA DE PARTICIPACIÓN EN

GRUPOS / RUBRIC TO EVALUATE PARTICIPATION IN GROUP ............................... 81

APÉNDICE G/ APPENDIX G ACTIVIDAD GRUPAL: TRANSFERENCIA Y

CONTRA-TRANSFERENCIA .................................................................................................. 83

APÉNDICE H/ APPENDIX H TRUSTWORTHINESS LEARNING ACTIVITY .............. 84

APÉNDICE I/APPENDIX I LEARNING ACTIVITY: .......................................................... 85

APÉNDICE J/ APPENDIX J ACTIVIDAD DE APRENDIZAJE: RESPUESTA

INMEDIATA ............................................................................................................................... 86



APÉNDICE K/ APPENDIX K ANÁLISIS CRÍTICO DE LA

ENTREVISTA/INTERVIEW RUBRIC ................................................................................... 87

APÉNDICE L/ APPENDIX L EVALUATION FORM FOR VIDEO TAPE

RECORDED INTERVIEW ....................................................................................................... 88

APÉNDICE M/APPENDIX M ESTUDIO DE CASO Y MATRIZ DE

VALORACIÓN / CASE STUDY AND CASE STUDY RUBRIC ......................................... 90



GUÍA DE ESTUDIO

Título del Curso: Técnicas de Consejería Individual

Codificación: EDUC 584

Créditos: 3

Duración: Cinco Sesiones

Prerrequisitos: EDUC 580-O, EDUC 581-O, EDUC 582-O, EDUC 583-O

Descripción:

Estudio y análisis de teorías, técnicas y procedimientos de orientación y consejería.

Comprende el estudio y discusión de etapas de formación de procesos de interaccion,

preocupaciones éticas, legales y profesionales. El curso intenta preparar al estudiante

como consejero(a) escolar. Incorpora experiencias didácticas de participación, obsevacion

y prácticas.

Objetivos específicos de contentido:

Al finalizar este curso, el estudiante será capaz

1. Analizar y explicar las teorías fundamentales y métodos de asesoramiento.

2. Desarrollar e integrar las habilidades necesarias en la formación, la planificación,

la facilitación y la terminación de un asesoramiento profesional.

3. Reconocer y analizar en el asesoramiento profesional componentes del proceso,

consideraciones éticas y métodos criterios de selección.

4. Estudiar y revisar inmersión en liderazgo y consejería escolar.

5. Identificar las habilidades de facilitación, las compentencias y responsabilidades

de un consejero(a) escolar.



Objetivos de Lenguaje Generales

Al finalizar este curso, el estudiante será capaz de:

1. Escuchar: Desarrollar habilidades para escuchar, comprender, sintetizar, y reflexionar

acerca de la información presentada en clase y tomarán notas más significativas.

2. Hablar: Demostrar competencias comunicativas orales al expresar sus juicios y

opiniones sobre los temas analizados en cada taller.

3. Leer: Leer textos ensayísticos en las bases de datos de la biblioteca virtual u otros

recursos en línea para entender las ideas presentadas en los mismos.

4. Escribir: Revisar las etapas del proceso de escritura, analizarán el texto narrativo;

también elaborarán un bosquejo de su ensayo.

Describa el Proyecto de Experiencia Clínica

El proyecto debe estar claramente descrito para que los estudiantes entiendan las

expectativas y los requisitos. Éste debe reflejar los temas educativos principales para el

curso y los estándares del “Florida Educator Accomplished Practices” del curso para

lograr las competencias y destrezas especificadas. Los estudiantes tienen que usar el

Instrumento de Observación y la Platilla que aparecen en la sección de apéndices y

demonstrar que han cumplido con el mínimo de seis horas en el plantel escolar.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 20 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de



lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basada en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica en el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo.

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en la evaluación de los

estudiantes. Ver el Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos

en los dos idiomas, el facilitador deberá usar el “ Writing Process: Six Writing Traits

Rubrics” que aparecen en el Apéndice D.“Portfolio Performance Assessment” tiene que

ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los

estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene

que documentar que el estudiante está progresando hacia la meta de dominar dos idiomas

académicamente. El portfolio tiene que cumplir con los estándares establecidos. El

portfolio tiene que cumplir con los estándares establecidos. El facilitador del curso le

proveerá el estudiante el MANUAL DE PORTAFOLIOS.

MÉTODO DE EVALUACIÓN: Información específica de asignaciones será

proporcionada por el instructor durante la primera noche de clase.

Aquí se va a colocar el método de evaluación que Regis específica para cada curso.

No se pueden hacer cambios o eliminar información. Hay que copiar la información

tal como aparece en la guías del facilitador o del estudiante de la Universidad de

Regis.



La calificación final del curso será determinada por el porcentaje recibido por el estudiante

basado en la demostración de aprendizaje de contenido del curso y dominio de las

destrezas del idioma (inglés y español). La calificación final del estudiante reflejará 30%

destrezas de idioma y 70% de conocimiento de contenido y aplicación.

Para poder evaluar el contenido de este curso y obtener la calificación final basada en:

exámenes, asignaciones, proyectos, trabajos escritos, presentaciones orales, el laboratorio

de idioma/electrónico etc., este debe reflejar el 50% de la evaluación en inglés y el 50% en

español. El facilitador es responsable de tener evidencia de que este requisito se cumplió.

Ejemplo: Examen Parcial

Si el examen parcial consta de 40 opciones, 20 deben ser en inglés y 20 deben ser en

español. Además de este requisito de idioma, debe haber evidencia de que 30% de la

calificación muestra dominio de las destrezas de idioma.



Escala Evaluativa: A = 100 – 90% B = 89 – 80% C = 79 – 70% D = 69 – 60%

F =59% o menos

Otros:

Criterio Puntuación Porcentaje

Asistencia y Participación 25 10%

Asignaciones 25 10%

Portafolio 25 10%

Análisis de Casos (2) 75 30%

Grabación Entrevista 25 10%

Criterios de Lenguaje

Análisis escrito de la grabación (español) 25 10%

Exámenes cortos 25 10%

Diario de aprendizaje 25 10%

Totales 250 100

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA (6ª. Ed.) Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

http://bibliotecavirtualut.suagm.edu/



Libro(s)

Gerald, C. (2011). Theory and Practice of Counseling and Psychotherapy (8th ed.)

Belmont, CA: Brooks Cole. ISBN-10:0840033869 Price: $123.96

Ann, Vernon. (2009). More What Works When with Children and Adolscecents.

Champaign, IL: Research Press. ISBN-13: 9780878226146 Price: $91.47

Ferro A., & Harvey I. (2011). Avoiding Emotions, Living Emotions. New York, NY:

Taylor & Francis. ISBN-13:97804155555036 Price: $45.05

Libro(s) Electrónico(s)

Wing Sue D. & Sue D. (2011). Counseling the Culturally Diverse: Theory and

Practice [Kindle version] Hoboken , New Jersey : John Wiley & Son, Inc

SIN: B0050C3MS Price $66.00

Doka K.J. (2009). Counseling Individuals with Life-Threatening Illness

[Kindle version] New York, NY: Springer Company

ASIN: B0056LS4EC Price: 27.36



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®”

del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa

que cada taller deberá ser conducido enteramente en el idioma especificado. Los

idiomas serán alternados en cada taller para asegurar que el curso se ofrezca 50%

en inglés y 50% en español. Para mantener un balance, el módulo debe especificar

que se utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las

actividades equitativamente entre ambos idiomas. Las primeras dos horas son

estrictamente en español y las últimas dos en inglés. Los cursos de lenguaje

deben ser desarrollados en el idioma correspondiente, en inglés o en español,

según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.



3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

existente en dos grados.

5. La asistencia y participación en actividades en la clase y presentaciones orales es

extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.



7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica

que TODOS los trabajos tienen que ser originales y que para toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía

utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se

detecte casos del mismo, el estudiante se expone a recibir cero en el trabajo y a ser

referido al Comité de Disciplina de la institución. Los estudiantes deben observar

aquellas prácticas dirigidas para evitar incurrir en el plagio de documentos y

trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.



9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico de SUAGM, teléfonos, día y horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder a las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunos de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/




Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/(alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/(compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o desearan hacer una investigación, o la

administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite. Además de los formularios el estudiante/facilitador podrá encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



Si el facilitador o el estudiante requirieran o desearán una investigación o la

administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: IRB Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936




Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través

de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo

en el que vivimos.

Cada uno de nosotros genera sus propias “reglas” y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y aplicarla

a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del

todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en

contexto y no en hechos aislados.



3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan

para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y

no sólo el memorizar las respuestas “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho proceso,

asegurando de que ésta provea a los estudiantes con información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Individual Counseling Techniques

Code: EDUC 584

Credits: 3

Time Length: Five Weeks

Pre-requisite: EDUC 580-O, EDUC 581-O, EDUC 582-O, EDUC 583-O

Description:

Study and analysis of theories, techniques, and the process of Guidance and Counseling

will be explored. This course includes the study and discussion on establishing effective

counseling relationship with clients. Interaction processes, ethical and professional issues.

This course is designed to prepare students as a school counselor. Introduce didactic

experiences of participation and observation.

General Content Objectives

At the end of this course, the student will be able to:

1. Analyze and explain the fundamental theories and methods in school counseling.

2. Develop, plan and integrate the skills needed in school counseling.

3. Recognize and analyze principles, process components, ethical considerations and

methods selection criterias in the counseling profession.

4. Study and review immersion in the role of school counseling and leadership.

5. Identify facilitation skills, competencies and responsibilities of a school counselor.



General Language Objectives

At the end of this course, the student will be able to:

1. Listening: Develop the abilities to listen, comprehend, synthesize and reflect on the

information being taught.

2. Speaking: Discuss in small groups or with the whole class the topics assigned for each

workshop using the applicable language: English or Spanish.

3. Reading: Provide a synopsis on various reading materials pertaining to the course.

4. Writing: Identify the stages of the writing process, discuss the narrative text, and

develop an outline for their final essay.

CLINICAL EXPERIENCE PROJECT (Observation of Classroom and School

Infrastructure to achieve daily responsibilities. A minimum of six (6) hours is required at

the school site for this project.See Appendixes B and C.)

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they

have complied with 10 hours of language lab or e-lab usage for each language

(English and Spanish) per course or a total of 20 hours. This equates to the use of

the language lab or e-lab for two hours weekly for each language per course. The

facilitator may require a higher number of hours for language lab practice based on

the language needs for listening, speaking, reading, and writing skills in either or



both languages. The total amount of language lab or e-lab hours is integrated

in the activities for each workshop in the module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in AppendixA are integrated to assess student

performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix D must be used to evaluate all writing activities in both languages in all

courses.Portfolio Performance Assessment must be one of the evaluation instruments

used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

METHOD OF EVALUATION: Specific assignment information will be

provided the first night of class by the instructor.

The final grade for the course will be determined by the percentage earned for

demonstration of learning and achievement of course outcomes, and the learning

andmastery of language skills (English and Spanish). The student’s final grade will reflect

30% of language proficiency and 70% of content knowledge.



In order to evaluate the content of this course and to obtain the final grade based on:

exams, assignments, projects, written documents, oral presentations, Language Lab/E-Lab

etc., it must reflect 50% of the evaluation in English and 50% of the evaluation in Spanish.

It is the facilitator’s responsibility to have evidence that this requirement was fulfilled.

Example: Midterm

If the midterm has 40 items, 20 items must be in English and 20 must be in Spanish. In

addition to this language requirement, there must be evidence that 30% of the grade

demonstrates mastery of language skills.

Scale: (: A = 100 – 90% B = 89 – 80% C = 79 – 70% D = 69 – 60%

F =59% o menos

Other:

Criterio Puntuación % Nota

Asistencia y Participación 25 10%

Asignaciones 25 10%

Portafolio 25 10%

Análisis de Casos (2) 75 30%

Grabación Entrevista 25 10%

Criterios de Lenguaje

Análisis escrito de la grabación (español) 25 10%

Exámenes cortos 25 10%

Diario de aprendizaje 25 10%

Totales

250 100



Requirements for the Use of APA (version 6) for Citations of Textbooks

Book(s)

Gerald, C. (2011). Theory and Practice of Counseling and Psychotherapy (8th ed.)

Belmont, CA: Brooks Cole. ISBN-10:0840033869 Price: $123.96

Ann, Vernon. (2009). More What Works When with Children and Adolscecents.

Champaign, IL: Research Press. ISBN-13: 9780878226146 Price: $91.47

Ferro A., & Harvey I. (2011). Avoiding Emotions, Living Emotions. New York, NY:

Taylor & Francis. ISBN-13:97804155555036 Price: $45.05

E-Book (s)

Wing Sue D. & Sue D. (2011). Counseling the Culturally Diverse: Theory and

Practice [Kindle version] Hoboken, New Jersey: John Wiley & Son, Inc

SIN: B0050C3MS Price $66.00

Doka K.J. (2009). Counseling Individuals with Life-Threatening Illness

[Kindle version] New York, NY: Springer Company

ASIN: B0056LS4EC Price: 27.36

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based

Dual Language Immersion Model® designed to promote each student’s development

as a Dual Language Professional. Workshops will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each workshop will be

conducted entirely in the language specified for the workshop. The language used in

each workshop needs to be alternated to insure that 50% of the course is conducted in

English and 50% in Spanish. To maintain this balance, the course module will

indicate that both languages must be used during the fifth workshop, dividing the

workshop activities between the two languages.



The first two hours will be in Spanish and the last two hours in English. The

50/50 model does not apply to language courses where the delivery of instruction must

be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires that

students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community, since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.



4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two grade

levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.



SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at the

beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior at the university community

established by the institution, and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/




To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/(rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/(buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask for

authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for several

online certifications related to IRB processes. These certifications include: IRB

Institutional Review Board, Health Information Portability and Accountability Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/




If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting on

our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant to

real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.



CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make assessment part of the learning process, thus ensuring that it provides students

with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of

the world.

7. Learning should be internally controlled and mediated by the learner.



TALLER UNO

Objetivos específicos de contenido

Al finalizar el taller, el estudiante será capaz de:

1. Distinguir y analizar las etapas del proceso de ayuda.

2. Reconocer el concepto evaluación del problema.

3. Identificar, definir y seleccionar estrategias de intervención.

4. Aplicar el proceso de terminación

Objetivos específicos de lenguaje:

Al finalizar el taller, estudiante será capaz de:

1. Escuchar: Los estudiantes desarrollarán habilidades para escuchar, comprender,

sintetizar y reflexionar acerca de la información presentada en el taller y tomarán nota

de los contenidos más relevantes de acuerso a los objectivis establecidos para este

taller.

2. Hablar: Los estudiantes participarán en discusiones orales empleando el vocabulario

de la lección, con la requerida propiedad lingüística y la dicción correcta.

3. Leer: Los estudiantes aplicarán estrategias de lectura al leer textos sobre textos

ensayísticos en las bases de datos de la biblioteca virtual u otros recursos de las

páginas electrónicas sugeridas para el taller.

4. Escribir: Los estudiantes redactarán un resumen en el cual se dejarán llevar por las

normas gramaticales, ortográficas y sintácticas en español.



Enlaces electrónicos:

Tema: The Role of the School Counselor in Crisis Planning and Intervention

http://counselingoutfitters.com/vistas/vistas10/Article_92.pdf

Tema: Contenido ¿Qué es la Transferencia y Contratransferencia?

www.mancia.org/.../psicología/44963-transferenci

Tema: Consejería Individual

www.cesa.edu.co/.../

Tema: The Capacity of Understanding Mental States

http://mentalizacion.com.ar/images/notas/The%20capacity%20for%20understandig%20m

ental%20states.pdf

Asignaciones antes del taller:

1. El estudiante revisará las páginas electrónicas sugeridas, las lecturas relacionadas en

textos complementarios y escribirá sobre las definiciones del tema a discutir.

2. El alumno realizará una búsqueda especial sobre el tema de transferencia y

contratransferencia y se prepará para la participación y discusión grupal del tema.

3. Lea y realice una investigación sobre orientación de consejería individual y las teorías

de consejería. Seleccione la teoría con la que se sienta más identificado y prepare un

resumen escrito de la teoría que incluya una descripción completa de sus componentes

básicos. Además debe incluir una lista de las referencias utilizadas en su investigación.

4. El estudiante debe empezar a analizar los dos estudios de caso que presentará en el

Proyecto Final. Refiérase al Apéndice M y para el Desarrollo Final del Proyecto de

Registro favor referirse al Apéndice E.

5. El estudiante completará el registro semanal del proyecto final (Apéndice E).

6. Continúe con sus cuatro horas de prácticas en Tell Me More con los enlaces del E-lab.

http://counselingoutfitters.com/vistas/vistas10/Article_92.pdf

http://www.mancia.org/.../psicologia/44963-transferenci

http://www.cesa.edu.co/.../



Vocabulario clave de la lección:

1. Transferencia y Contra transferencia

2. Modelo cognitivo

3. Modelo afectivo

Lista de materiales suplementarios para el taller:

1. Avances en EL Tratamiento Cognitivo-Conductual de Los Trastornos de

Personalidad

http://www.ehu.es/echeburua/pdfs/3-avances.pdf

2. Modelo Cognitivo Conductual

http://www.scribd.com/doc/7064106/Modelo-Cognitivo-Conductual

3. Los Models Cognitivos-Afectivos

ftp://tesis.bbtk.ull.es/ccssyhum/cs55.pdf

http://www.scribd.com/doc/7064106/Modelo-Cognitivo-Conductual



Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección

X Adaptación del contenido

X Enlaces con el conocimiento previo

X Enlaces con el aprendizaje previo

X Estrategias incorporadas

B. Andamiaje (Scaffolding)

X Modelaje

X Práctica dirigida

X Práctica independiente

X Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

X Cognitiva

X Metacognitiva

X Socioafectiva

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Opciones de agrupamiento

X Grupo completo

X Grupos pequeños

X Trabajo en parejas

X Trabajo independiente

D. Integración del proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación (Actividades)

X Dinámicas

X Significativas y relevantes

X Rigurosas

X Vinculadas a los objetivos

X Promueven la participación



Actividades :

1. Reunidos en grupos pequeños, los estudiantes extraerán tarjetas de una caja. En esas

tarjetas habrán preguntas sobre el vocabulario clave del taller uno. La actividad de repaso

continuará hasta que los grupos hayan respondido todas las preguntas.

2. El facilitador(a) presentará y explicará los objetivos correspondientes al taller uno.

3. Luego, el facilitador(a) proyectará en la pizarra las etapas del proceso de consejería

individual.

4. Ejercicio grupal: Transferencia y Contra transferencia. (Ver Apéndice G).

5. Guiados por el facilitador, los estudiantes llevarán a cabo interpretación de roles, los

procesos en cada etapa y discutirán las destrezas a desarrollar por el/la consejero(a).

6. La clase se dividirá en grupos de tres o cuatro estudiantes. Cada grupo dialogará,

reflexionará e intercambiará opiniones acerca de los contenidos en consejería individual.

(Van a practicar utilizando mímicas).

7. A continuación, los estudiantes identificarán un ejerció de prácticas problemáticas de

transferencia y contra transferencia (Apéndice G).

8. Se distribuirán en clase dos listas, las mismas contendrán técnicas de consejería de los

Modelos Cognitivo y Afectivo. Cada estudiante escogerá una técnica distinta de cada lista

y realizará una tarea especial para el próximo taller (Ver descripción de la tarea en

asignaciones antes del taller 2).

9. Continúe trabajando en el portfolio digital; Deberá entregarlo durante el taller cinco.

Evaluación:

1. Individual: Los estudiantes completarán sus diarios reflexivos sobre el contenido de

este taller (Apéndice B).



2. Grupal: Los estudiantes, reunidos en grupos, resolverán un ejercicio descriptivo que

consistirá en completar textos con varias palabras del vocabulario, tomando como

referencia las definiciones estudiadas.

3. Escrito: Los estudiantes realizarán una evaluación escrita utilizando el apéndice J.

4. Oral/Auditivo: Discusión verbal sobre el material aprendido en el taller (Apéndice A

“Listening, Speaking”).

Cierre del taller:

1. Individual: Oralmente, cada estudiante revisará en su contexto profesional la forma en

que podría aplicar el tópico del taller que le haya parecido más interesante.

2. Grupal: Organizados en grupos, los estudiantes resolverán una sopa de letras

aplicando los conceptos estudiados durante este taller.



WORKSHOP TWO

Specific Content Objectives:

At the end of this workshop, the student will be able to:

1. Identify and apply individual counseling elements and characteristics

2. Integrate and compare fundamental counseling and psychotherapy

theoretical components.

3. Recognize, classify, and compare individual counseling theories.

Specific Language Objectives


1. Listening: Develop the abilities to listen and process new information in English.

2. Speaking: Present ideas clearly using academic English language

and appropriate vocabulary.

3. Reading: Develop the ability to understand and synthesize

different types of literature.

4. Writing: Analyze and reflect about the new learning material through writing.



Electronic Links (URLs)

Topic: What is Eclectic Therapy?

http://www.crchealth.com/types-of-therapy/what-is-eclectic-therapy/

Topic: A Cognitive-Affective Model

www.jstor.org/stable/3250931

Topic: Using the Five Areas Cognitive-Behavioral Therapy Model

http://apt.rcpsych.org/content/8/4/307.full

Topic: Trait and Factor Theory in Counseling

http://www.reference.com/motif/science/trait-and-factor-theory-in-counseling

Topic: Humanistic-Existential Theory

http://www.thedivinesoul.net/pdfdocuments/humanisticexistentialtheory.pdf

Topic: Existential Counseling

http://counsellingresource.com/lib/therapy/types/existential/

Topic: Existential Counseling

www.counsellingresource.com/lib/therapy/types/existential

Topic: ABS’C of REBT

http://www.stressgroup.com/abcscrashcourse.html

Topic: Rational Emotive Behavior Therapy and Techniques

http://www.depressionatoz.com/depression-treatment/rational-emotive-behavior-

therapy.html

http://www.crchealth.com/types-of-therapy/what-is-eclectic-therapy/

http://www.jstor.org/stable/3250931


http://www.reference.com/motif/science/trait-and-factor-theory-in-counseling

http://www.thedivinesoul.net/pdfdocuments/humanisticexistentialtheory.pdf

http://counsellingresource.com/lib/therapy/types/existential/

http://www.counsellingresource.com/lib/therapy/types/existential

http://www.stressgroup.com/abcscrashcourse.html

http://www.depressionatoz.com/depression-treatment/rational-emotive-behavior-therapy.html

http://www.depressionatoz.com/depression-treatment/rational-emotive-behavior-therapy.html



Assignments before the Workshop:

1. Research, study, and review counseling and theoretical components:

philosophical bases, basic concepts and therapeutic goals.

2. Continuation of assignment from workshop 1. Each student selected two counseling

techniques, one from Affective Counseling Model and one from Cognitive Counseling

Model. They were to conduct research and prepare a two page report about the two

techniques and gather as much information about its content, goals and process

basically (how it works). This assignment is due in class for workshop II.

3. Be prepared to give a brief oral report on your written piece; this assignment will be

turned in to your facilitator.

4. The student will start analyzing the two case studies following the Final Project

(Appendix M) and the Final Project Development Log (Appendix E).

5. Complete the weekly record of the final draft (Appendix E).

6. Continue with the 4 hours of practice in Tell Me More or with the links in the E-lab.

Key Core Vocabulary:

1. Existential Therapy

2. Adlerian

3. Sympathy

4. Eclectic Counseling

5. Empathy

6. Cognitive

7. Affective

8. Systemic and Behavioral Models

List of Supplementary Materials for the Workshop:

1. Book: Counseling Adults in Transition: Linking Practice with Theory

By: NK Schlossberg

2. Book: Personality in Adulthood: A Five-factor theory perspective

By: RR McCrae, PT Costa Jr

3. Alderian Theory and Practice

www.adlerian.us/theoprac.htm

http://www.adlerian.us/theoprac.htm



SIOP Components - Enter a checkmark X on the line for the teaching strategies that will

be used in each class to support and increase students’ linguistic and academic

performance:

A. Lesson Preparation

X Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach) The

facilitator must specify the CALLA learning strategy/strategies that will be used in

the lesson and explain each one to the students.

X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work

D. Integration of Language

Domains

X Listening

X Speaking

X Reading

X Writing

E. Learning Application

X Dynamics

X Meaningful/Relevant

X Rigorous

X Linked to Objectives

X Promote Engagement



Integrated Activities:

1. In an open class discussion, the students will independently describe good

examples that define empathy and sympathy. They will also compare and contrast

the differences between both.

2. Students will present the main elements and characteristics of individual

counseling using web diagrams.

3. Using a PowerPoint presentation, the facilitator will introduce the students to the

psychotherapeutic process and theoretical concepts.

4. The facilitator will present a PowerPoint to review the following Individual

Counseling Theories:

a. Psychoanalytic Theory

b. Adlerian Therapy

c. Existential Therapy

d. Person Centered Therapy

e. Gestalt

f. Transactional Analysis

g. Behavioral Therapy

h. Rational-Emotive Therapy

i. Reality Therapy

j. Cognitive Therapy

k. Trait-Factor Counseling

l. Eclectic Counseling



5. The facilitator will give each student an index card with information related to an

individual counseling theory. The students will work in pairs to organize and

present a real life scenario that will describe the theory in practice.The group will

be evaluated by facilitator using rubrics in Appendix F.

6. Reflective Journal Entry (Appendix B): The students will write a reflective journal

based on the information discussed in class ; students will reflect on which theory

they will use to write their research paper.

7. The facilitator will informally discuss with students the topics they are interested

in for there final project. Students will discuss questions and concerns they might

have. The facilitator will provide feedback and guidance as needed. This could

also be done as individual meetings with the facilitator as needed.

8. Continue working on the digital/E- portfolio; it must be completed and submitted

to your facilitator during workshop five.

9. Complete Appendix C Self Disclosure within the allotted time. Prepare to share in

a whole class discussion.

Assessment:

Individual: The facilitator will utilize Appendix-A to evaluate language

acquisition for the workshop.

Group: The facilitator will utilize Appendix F to evaluate group participation...

Written: In class, the students will complete several written tasks within activities,

including Appendix J.

Oral: Students will respond interchangeably to questions on their completed

exercises.



Lesson Wrap-Up:

1. Individual: Students will submit a reflective summary of today’s workshop.

2. Group: The facilitator will utilize Appendix F to evaluate group participation.



TALLER TRES


Al finalizar este taller, los estudiantes serán capaz de:

1. Aplicar y reconocer las intervenciones básicas y modelos enconsejería.

2. Reconocer las estructuras: Modelo Afectiva, Modelo Cognitivo, Modelo Conductual, y

el Modelo Sistémico.

3. Integrar, comparar y estudiar las técnicas de consejería presentadas por el Modelo

Afectivo:

a. Clasificación de sentimientos

b. Técnicas desenfoque

c. Inversión de roles

d. Alter ego ejercicio

e. Silla vacía ejercicio

f. Imágenes

4. Analizar, comprender y comparar las técnicas de consejería presentado por el Modelo

Cognitivo:

a. ABC Análisis

b. Diputación

c. Contrarrestar intervención

d. Inversión de roles

e. Re-decisión trabajo cognitivo

f. Re-estructuración

g. Pensamiento positivo

h. Pensamientos preocupantes tienen sus características particulares

i. Anclaje

5. Practicar la fiabilidad de técnicas de asesoramiento mediante el ejercicio de aprendizaje.



Objetivos específicos de lenguaje

Al finalizar este taller, los estudiantes serán capaz de:

Escuchar: Escuchar y entender adecuadamente la presentación y discusión de laclase

sobre los aspectos de consejería individual y sus variadas teorías.

Hablar: Participar en los temas presentados por el facilitador y en los trabajos en grupo,

de manera que demuestre dominio de lenguaje académico.

Leer: Identificar la idea principal y determinar los detalles pertinentes en la selección de

lecturas.

Escribir: Escribir definiciones del vocabulario académico y las respuestas de las

asignaciones escritas, utilizando una gramática correcta.


Biblioteca Virtual


Tema: Distintos modelos de consejería

http://www.eumed.net/libros-gratis/2010f/849/Modelos%20Consejeria.htm

Tema: Albert Ellis y la Terapia Racional Emotiva Conductual (TREC)

http://sicolog.com/?a=1681

Tema: El ABC emocional de Albert Ellis

http://www.psicologia-online.com/monografias/6/abc_emocional.shtml

Topic: Desensibilizacion sistematica

http://www.cognitivoconductual.org/content.php?a=2

Topic: Las tecnicas de consejeria

http://www.clinicamente.com.ar/libros/tecnicas%20de%20consejeria.pdf


http://www.eumed.net/libros-gratis/2010f/849/Modelos%20Consejeria.htm

http://sicolog.com/?a=1681

http://www.psicologia-online.com/monografias/6/abc_emocional.shtml

http://www.cognitivoconductual.org/content.php?a=2

http://www.clinicamente.com.ar/libros/tecnicas%20de%20consejeria.pdf




1. Lea y entienda las expectativas de los siguientes talleres.

2. Complete el desarrollo de proyectos de registro (Apéndice E).

3. Continúe con sus cuatro horas de práctica en Tell Me More o con los enlaces del E-

Lab.

4. Continúe la preparación de su portafolio digital. Deberá entregarlo durante el taller

cinco.

5. Revise las lecturas asignadas, lea en los libros de texto y en las direcciones

electrónicas sobre las siguientes estrategias: ModeloAfectiva, Modelo Cognitivo,

Modelo Conductual, y el Modelo sistémico. Escriba un esbozo.

6. Esté preparado sobre los temas que se discutirán en este taller para que participe en

los debates.

Vocabulario clave de la lección:

1. Fiabilidad

2. Las Técnicas de Consejería

3. Terapia Cognitiva

4. Terapia Afectiva.

Lista de materiales suplementarios para el taller:

1. La terapia racional emotiva (TRE) de Albert Ellis

http://www.nienteansia.it/articoli-di-psicologia/psicoterapia/la-terapia-razionale-

emotiva-di-albert-ellis/7/

2. Terapia cognitiva (Albert Ellis)

http://ebookbrowse.com/te/terapia-de-albert-ellis

3. La Terapia Racional Emotiva Conductual

http://www.cat-barcelona.com/pdf/filosofia/AEllis2.pdf

4. Tratamiento de la ansiedad

http://www.psicoterapeutas.com/pacientes/desensibilizacion.htm

http://www.nienteansia.it/articoli-di-psicologia/psicoterapia/la-terapia-razionale-emotiva-di-albert-ellis/7/

http://www.nienteansia.it/articoli-di-psicologia/psicoterapia/la-terapia-razionale-emotiva-di-albert-ellis/7/

http://ebookbrowse.com/te/terapia-de-albert-ellis

http://www.cat-barcelona.com/pdf/filosofia/AEllis2.pdf

http://www.psicoterapeutas.com/pacientes/desensibilizacion.htm



Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección

X Adaptación del contenido

X Enlaces con el conocimiento previo

X Enlaces con el aprendizaje previo

X Estrategias incorporadas

B. Andamiaje (Scaffolding)

X Modelaje

X Práctica dirigida

X Práctica independiente

X Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

X Cognitiva

X Metacognitiva

X Socioafectiva

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Opciones de agrupamiento

X Grupo completo

X Grupos pequeños

X Trabajo en parejas

X Trabajo independiente

D. Integración del proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación (Actividades)

X Dinámicas

X Significativas y relevantes

X Rigurosas

X Vinculadas a los objetivos

X Promueven la participación



Actividades integradas de contenido y lenguaje

1. Introducción: el facilitador proporcionará a los estudiantes frases incompletas para

que los alumnos redacten la idea completa. Por ejemplo: Mi día fue, estoy

planeando, yo quiero, mí mayor, mi más firme y no me gusta.

2. El facilitador le presentará a los estudiantes los temas de consejería, modelos y

técnicas; Utilizará para ello un mapa conceptual.

3. Cada estudiante describirá en un dibujo una muestra de asesoría afectiva y

cognitiva, técnicas de asesoramiento. El facilitador proporcionará papel y

marcadores.

4. El facilitador entregará una cantidad similar de trabajos que incluirán conceptos

relacionados con el modelo cognitivo, el asesoramiento y orientacióny con el

modelo afectivo.

5. La clase se dividirá en dos grupos: rojo y azul. Los rojos van a defender el modelo

afectivo de la asesoría y el grupo azul estará a favor delmodelo cognitivo de

consejería.

6. Se distribuirán dos listas que contengan consejería conductual y modelos

sistémicos. El estudiante debe seleccionar uno de cada lista (evitando la repetición

con compañeros). El estudiante tendrá que repetir el mismo proceso que se siguió

para este taller. (Ver las tareas antes Taller 4).

Evaluación:

Individual: El facilitador(a) utilizará el Apéndice D “Six Writing Traits” para evaluar

la adquisición del lenguaje durante el taller.

Grupal: El facilitador(a) utilizará el Apéndice F para evaluar la participación en

grupo.



Escrito: Los estudiantes realizarán una evaluación escrita. También completarán

Apéndice J.

Oral/Auditivo: Discusión verbal sobre el material aprendido en el taller (Apéndice A

“Listening Speaking”).

Cierre del taller:

1. Individual: El estudiante reflexionará utilizando el Apéndice B.

2. Grupal: El facilitador(a) entregará un papel en blanco a los estudiantes a fin de que

formulen por escrito una pregunta relacionada con el material discutido durante el

taller.



WORKSHOP FOUR

Specific Content Objectives


1. Evaluate the importance of knowingthe theories, techniques, and stages of the

counseling process.

2. Explain, compare, and contrast Systemic model, Behavioral model, Affective

model.

3. Apply different counseling techniques through real life scenarios and various learning

activities in class.

Specific Language Objectives:


1. Listening: Develop the abilities to listen, understand, synthesize, and reflect on the

information.

2. Speaking: Participate in classroom activities and be able to discuss verbally the

ideas relevant to this workshop.

3. Reading: Read recommended materials and identify the key elements of the course.

4. Writing: Apply the basic elements of grammar, spelling, and vocabulary in

English.



Electronic Links (URLs):

Biblioteca Virtual


Topic: Reality Therapy

http://www.nvcc.edu/home/carra/reality%20therapy.ppt

Topic: Trait-and-Factor Theory

http://faculty.tamu-commerce.edu/crrobinson/512/tandf.htm

Topic: Therapeutic Techniques

www.ncbi.nlm.nih.gov/pubmed/1593075

Topic: Systemic family therapy


Topic: Systemic Family Therapy-Mind for therapy

http://www.mindfortherapy.com/systemic-family-therapy.html

Topic: Theories of counseling PPT

http://www.Existential Humanistic Tradition


http://www.nvcc.edu/home/carra/reality%20therapy.ppt

http://faculty.tamu-commerce.edu/crrobinson/512/tandf.htm

http://www.ncbi.nlm.nih.gov/pubmed/1593075


http://www.mindfortherapy.com/systemic-family-therapy.html

http://www.ablongman.com/helpingprofessions/coun/ppt/therories/existhumanisticttrad.ppt



Assignments before the Workshop:

1. The student should visit the electronic links provided and be prepared for open

discussions in class.

2. Continue working on 4 hours of Tell Me More and on the E-lab.

3. Study and review key vocabulary words.

4. Apply the following terms with the Individual Counseling Technique that best applies:

Covert modeling, symbolic modeling, self- monitoring, self-reward, confrontation,

intensification, family structure, social modeling, systematic desensitization, Eliciting

thoughts.

5. Be prepared to participate in a real life scenario and practice skills of counseling in the

area of non-verbal communication.

Key Core Vocabulary:

1. Non-verbal communication

2. Social Modeling

3. Symbolic Modeling

4. Confrontation


www.counselingvih.org/es

www.ablongman.com

http://www.counselingvih.org/es

http://www.ablongman.com/



SIOP Components (Sheltered-Instruction Observation Protocol): Enter a checkmark X

on the line for the teaching strategies that will be used in each class to support and

increase students’ linguistic and academic performance:


___Adaptation of Content

___Links to Background Knowledge

___Links to Past Learning

___Strategies Incorporated

B. Scaffolding

___Modeling

___Guided Practice

___Independent Practice

___Comprehensible Input




___Cognitive

___ Metacognitive

___Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

___Whole Class

___Small Groups

___Partners

___Independent Work


Domains

___Listening

___Speaking

___Reading

___Writing


___Dynamics

___Meaningful/Relevant

___Rigorous

___Linked to Objectives

___Promote Engagement




1. The facilitator will begin the class with either a PowerPoint presentation or any form

of technology (video, clip of movie, news report, etc); the facilitator will discuss

behavioral model, affective model and the systemic model.

2.The facilitator and students will engage in a discussion on how to utilize objective

counseling language and avoid transmitting ideas that can be considered prejudice and/or

subjective.

3. The facilitator will divide the class in to three groups; each group will be assigned one

of the following topics: Behavioral model, Affective model, or Systemic model. After the

students have had ample time to discuss the topic, each group will select a representative

to report:

a) The fundamental bases of the model

b) A descriptive scenario of the model

Each group member must be an active participant in group discussion. The facilitator will

intervene as necessary.

4. The facilitador will clarify the structure and development of the introduction of the

final project and its contents. In addition, he/she will remind the students about all the

work due for workshop five.

5. The students will work independently on Appendix I. (Non-verbal communication

activity).

6. The facilitator and the students will discuss the non-verbal communication exercise to

enhance the material and expand on subject content (Refer class to Appendix J).

7. Reflective Journal Entry: Students will write a reflective journal based on the

information discussed in class.



Assessment:

1. Individual: The students will be able to express themselves orally using the correct

syntax and verbs.

2 . Group: The students will work on various group activities relevant to the course.

3. Written: Students will complete their reflective diaries on the content of this

workshop.

4. Oral: Organized in groups the students will participate in verbal discussions on

the material learned during the workshop.

Lesson Wrap-Up:

1. Individual: Each student will select a topic learned from this workshop and have

one minute to verbalize how it can apply to his/her professional life.

2. Group: In small groups, the students will elaborate on the key vocabulary words

using each term. The group will create a performance or vocabulary display.



Taller Cinco/Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. ¡No mezcle los dos idiomas!

UTILICE SOLAMENTE UN IDIOMA

A LA VEZ! Las primeras dos horas

deberán ser en español, y las dos últimas

horas deberán ser en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE!The

first two hours must be in Spanish. The

last two hours must be in English.


Al finalizar este taller, el estudiante será capaz de:

1. Reconocer y distinguir los conceptos de consejería individual.

2. Identificar y aplicar las variedades de destrezas en consejería individual.

3. Analizar y explicar los conceptos que se utilizan en la profesión de consejería.



Objetivos específicos de lenguaje

Al finalizar este taller, el estudiante será capaz de:

1. Escuchar: Escuchar la presentación del facilitador(a) sobre los conceptos de

consejería individual relacionados con la adquisición de un segundo idioma, y sus

Implicaciones; demostrar compresión al tomar apuntes que le servirán de ayuda para

estudiar y preparar sus trabajos.

2. Hablar: Participar activamente en las discusiones en pareja y en la presentación del

trabajo de grupo sobre la teoría determinada por el facilitador, y demostrar

conocimientos nuevos y pensamiento crítico y analítico.

3. Leer: Examinar en detalle el material requerido para completar eficazmente las

asignaciones de la clase.

4. Escribir: Escribir un ensayo comparativo de las destrezas de consejería individual de

un segundo idioma, siguiendo las instrucciones del facilitador y usando el español

correctamente.


El uso de la entrevista motivacional en el proceso de ayuda http://revistagriot.uprrp.edu

La primera entrvista de parejas http://www.terapiafamiliar.cl/web/userfiles

Apéndice de expedientes en consejeria y sus consideraciones legales http://www.edicollege.com

Código de éticas http://cpcr.webscom

Principios Básicos de consultoria http://www.consejeriaempresarial.com

http://revistagriot.uprrp.edu/

http://www.terapiafamiliar.cl/web/userfiles

http://www.edicollege.com/

http://cpcr.webscom/

http://www.consejeriaempresarial.com/




Asignaciones a discutirse durante las primeras dos horas de instrucción.

1. Continúe con los análisis de los dos casos y estar preparado(a) para su presentación

en el taller.

2. Continúe con las cuatro horas de prácticasemanal en Tell Me More o con los

enlaces del E-Lab.

3. Termine su E- Portfolio incluyendo todas tareas, asignaciones y su presentación

final.

4. Complete las cinco semanas de desarrollo del proyecto final

de registro en Inglés (apéndice E).

5. Repasar Apéndice K sobre el análisis crítico de la entrevista. (Interview rubric).

Assignments due before the workshop:

Assignments to be discussed during the last two hours of instruction (2).

1. The students will be ready to present a video of their interview with a client.

This videotape should not last longer than 20 minutes. The criteria to be evaluated

from this video can be read in Appendix L.

2. The student will complete the five week final Project Development Log in

English (Appendix E).



Key vocabulary words Vocabulario académico clave

English Spanish

1. Behaviorism 1. Conductismo

2. Reinforcement 2. Refuerzo

3. Integration 3. Integración

4. Conditioning/Operant Conditioning 4.Acondicionado/condicionamiento

operante

5. Choices 5.Opciones


Topic: Basic-counseling skills

http://www.basic-counseling-skills.com/counseling-theories.html

Topic: Theoretical Models of Counseling and Psychotherapy

http://www.routledgementalhealth.com/books/details/9780415994767/

Topic: Theories of Counseling

http://blogs.education.unlv.edu/csi/files/2010/02/nce-study-guide-theories-and-helping-

relationships.pdf.

http://www.basic-counseling-skills.com/counseling-theories.html

http://www.routledgementalhealth.com/books/details/9780415994767/

http://blogs.education.unlv.edu/csi/files/2010/02/nce-study-guide-theories-and-helping-relationships.pdf

http://blogs.education.unlv.edu/csi/files/2010/02/nce-study-guide-theories-and-helping-relationships.pdf



SIOP Components - Enter a checkmark X on the line for the teaching strategies that will be

used in each class to support and increase students’ linguistic and academic performance:


X Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input




X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work


Domains

X Listening

X Speaking

X Reading

X Writing


X Dynamics

X Meaningful/Relevant

X Rigorous

X Linked to Objectives

X Promote Engagement



Actividades integradas:

Actividades en español para las primeras dos horas del taller:

1. El facilitador comenzará la clase con un breve repaso.

2. Los participantes se dividirán en dos grupos según el papel que desempeñan los dos

estudios de caso. Cada grupo discutirá la consejería, las estrategias y la teoría modelo que se

aplica a cada uno. Esta actividad se llevará a cabo en el idioma español.

3. La clase se dividirá en grupos pequeños. Los estudiantes desarrollarán un modelo de

asesoramiento personal con todos los conceptos aprendidos en clase y lo presentarán

utilizando un mapa conceptual, en idioma español.

4. El / la facilitador(a) discutirá con la clase la importancia del desarrollo de un modelo

asesoramiento personal y las consideraciones al aplicar técnicas en poblacionesespeciales.

Los estudiantes tendrán que hacer una representación (real life scenario) en idioma español.


Activities for the last two hours of the workshop in English:

1. The facilitator will discuss the importance of developing a personal counseling model and

considerations in applying counseling techniques with clients.

2. The students will review their video recorded interview with whole class. Prepare to

answer questions from peers. The videos will be discussed in English.

3. The students will be able to practice some interview skills within the classroom setting

during this workshop.

4. Final closing activity Appendix H (Trustworthiness Learning Activity).



Assessment:

1. Individual: The student will write a self-reflection that shows how they were able to

accomplish the specific objectives for this workshop.

2. Grupal: Students will discuss best counseling practices and will analyze the video

recorded interview.

3. Written: Students will write responses to an individual reaction in a counseling section

(Refer to Appendix J).

4. Oral: Students will share what they learned about counseling techniques.

Lesson Wrap-Up:

Individual: Each student will write ideas or concepts learned in the course.

Group: In groups of three, students will summarize the content of the course and identify

specific parts of the course content that have impacted them. Finally, students will share their

findings with the class in a whole class discussion.



APÉNDICES / APPENDIXES



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/



“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said



“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation



“Can Do” Reading Rubric

National Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)



“Can Do”Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus..Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.



Apéndice B / Apendix B

El diario reflexivo siempre será contestado al final del taller

Fecha___________________

Nombredel(a) Estudiante

Favor de indicar cuál fue el punto que mejor entendió sobre el material del Taller:

Favor de indicar lo que no en tendió bien sobre el material del Taller:

Indique en qué forma puede superar las dificultades que tiene, si alguna:



Apéndice B / Apendix B

Always complete this reflective diary & submit before end of the workshop

Date__________________________

Students Name:_______________________________________________

Please indicate what point(s) were not understood on the materials covered in

this workshop:

Please indicate what material(s) from this workshop were not understood:

Indicate in what way you can overcome the difficulties that you have

experienced in this workshop, if any:



Apéndice C / Apendix C

Self Disclosure Exercise

I. Respond to the following three clients situations with a self-disclosing response. Be sure that you reveal something about yourself. It might help you to start your statements with “I” also try to make statements similar in content and depth to the client messages and situations. An example is provided. Example: The client is having a hard time stating specific reasons for seeking counseling. CLIENT: “I don’t know why I’m here... I felt so bad and sad that I thought... It is so difficult to explain... I don’t know where to start... COUNSELOR: “I am really reluctant at times to share something that is really personal with somebody that is a stranger to me; I know it takes some time to get started.....”

1. The client is feeling like a failure because “...nothing seems to be going well.” Counselor Response: __________________________________________ ___________________________________________________________ 2. The client is giving hints about concerns in his/her sexual performance but does

not seem to know how to introduce the real concern in the session. Counselor Response: __________________________________________ ___________________________________________________________ 3. The client has started to become aware of feelings of anger for the first time and

is questioning whether such feelings are legitimate or whether something is wrong with him/her.

Counselor Response: __________________________________________ ___________________________________________________________

II. Use your Self Disclosureskills to share in class with your peers some information about you. Use the following questions:

1. What things or activities do you enjoy doing the most? 2. What things or activities do you dislike? 3. What things or activities do you try to avoid? 4. When you’re feeling down in the dumps, what do you do to get out of it? 5. What things or people do you think about the most? 6. What things or people do you avoid thinking about?



APPENDIX D

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC



Appendix D

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions:This rubric will be used to evaluate all written work done by the student in

both Englishand Spanish. Please refer to the trait that you are evaluating (i.e., Ideas

and Content) and write the score in the appropriate box. Select the criteria per level

(6= highest, 1=lowest) that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F



Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.


https://www.ade.state.az.us/standards/6traits/



Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.




Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.




Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.




Apéndice E /Appendix E

REGISTRO PARA EL DESARROLLO DEL PROYECTO FINAL

Instrucciones: Debe completar este registro para el desarrollo del proyecto final cada semana:

Directions: Complete the following final project development log on a weekly basis:

Taller 1

Workhop 2 Taller 3

Workhop 4 Taller 5

Workhop 5

Logros (1 punto)

Actions Accomplished

(1 point)

Dificultades

(1 punto)

Difficulties

found by

students

(1 point)

Firma del estudiante

Student’s

signature

Retroalimentación

del facilitador

Facilitator’s

feedback



Apéndice F/Appendix F

Matriz Valorativa de Participación en Grupos

Name:_____________________________ Final Grade:___________________

Title:______________________________ Date:_________________________

0-Not Observed 1- Deficient 2-Average 3-Good 4- very good 5- Excellent N/A not Apply

CRITERIA 0 1 2 3 4 5 N/A

1. Asistieron a las reuniones de

grupo y actividades

2.Colaboró en reunión del grupo de

planificación y actividades

3. Demostrado disposición de

cooperar con el grupo.

4.Contribuye frecuentemente a

discusión en grupo

5. Participó activamente en las

reuniones y actividades.

6. Demostrado interés en las

discusiones de grupo y actividades

7. Llegaron preparados para las

reuniones de grupo, debates y

actividades.

8. Demostrado atención y apertura

hacia los argumentos de sus

compañeros.

9. Demostrado liderazgo en las

actividades de grupo

10. Formulado preguntas

pertinentes en debates de grupo

11. Contribuido al grupo materiales

e información adicional.

12. Demuestra iniciativa y

creatividad en actividades de grupo.

13. Completar las tareas asignadas

14. Contribuido significativamente

al trabajo presentado por el grupo



Rubric to Evaluate Participation in Group

Name:_____________________________ Final Grade:___________________

Title:______________________________ Date:_________________________

0-Not Observed 1- Deficient 2-Average 3-Good 4- very good 5- Excellent N/A not Apply

Criteria 0 1 2 3 4 5 N/A

1. Attended group meetings and

activities.

2. Collaborated in planning group

meeting and activities.

3. Demonstrated disposition to

cooperate with the group.

4. Contributes frequently to group

discussion.

5. Actively participated in

meetings and activities.

6. Demonstrated interest in group

discussions and activities.

7. Arrived prepared to group

meetings, activities and

discussions.

8. Demonstrated attention and

opening towards arguments from

classmates.

9. Demonstrated leadership in

group activities.

10. Formulated pertinent questions

in group discussions.

11. Contributed to the group

materials and additional

information

12. Demonstrates initiative and

creativity in group activity.

13. Completed assigned tasks.

14. Significantly contributed to

work presented by the group.



Apéndice G/ Appendix G

Actividad Grupal: Transferencia y Contra-Transferencia

En un grupo pequeño o con un compañero, discute las reacciones de Transferencia y

Contratransferencia que seguramente tendrías en los tres casos siguientes:

1. El cliente está molesto porque no le das el número telefónico de tu casa. El cliente

alega que aunque tu servicio es de 24 horas “en espera”, no estás realmente

disponible a menos que le des tu número.

2. Eres un estudiante de práctica y la misma esta llegando a su final. Has estado

viendo a un cliente por semanas en tu práctica de un año de duración. Cuando se

acerca el momento de la terminación, el cliente se vuelve más ansioso y enojado

alegando que lo estás decepcionando puesto que estableciste esa relación

durante un año para luego abandonarlo.

3. Tu cliente te ha invitado en repetidas ocasiones a su casa para reuniones

sociales. Aunque le has explicado que no es éticamente correcto establecer

relaciones duales con los clientes, el cliente te sigue comunicando que si en

realidad te preocuparas por él/ella, o si te importara de verdad, estarías con el/ella

en sus fiestas y reuniones.

___________________________________________________________________Co

rmier, W. H. & Cormier L. S. (1998). Interviewing strategies for helpers: Fundamental skills and cognitive behavioral

interventions. (4th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company, (Pp. 51).



Apéndice H/ Appendix H

Trustworthiness Learning Activity

I. Identification of Trust related issues

With a partner or in a small group, develop responses to the following questions:

A. For clients belonging to the dominant cultural group or racial/cultural background

similar to your own:

1. How does trust develop during therapeutic interactions?

2. How is trust violated during therapeutic interactions?

3. How does it feel to have your trust in someone else violated?

4. What are 5 things that a counselor can do to build trust?Put them in order

of importance, from most critical to less critical.

B. Complete the same questions about clients with a different racial or cultural

background.

II. Client Test of Trust

Listed below are two client descriptions. For each description:

a. Identify the content and process reflected in the test of trust.

b. Write an example of a counselor response that could be used appropriately with

this type of trust test.

Example: The client asks if you have attended other people before that have attempted

suicide.

a. Content (Test of trust): request for information

Process: Can you understand and help me?

b. Counselor Response: “Yes, I have worked with other people before that thought

their life wasn’t worth living. Perhaps, knowing that I will try to understand what

this experience you are living means to you, and that I will try to work with you to

resolve it in the best possible way, will make you feel better”.

1. The client states that she must be kind of stupid because she now has to repeat

third grade when all her classmates are going to fourth grade.

2. The client wonders aloud whether you make enough money as a counselor that if

you would have to choose again the occupation you will do it?

Cormier, W. H. & Cormier L. S.(1998). Interviewing strategies for helpers: Fundamental

skills and cognitive behavioral interventions.(4th ed.). Pacific Grove, CA: Brooks/Cole

Publishing Company (Pp. 70)Apéndice I/



Apéndice I/Appendix I

Learning activity: “Non Verbal” Communication I. The purpose of this activity is to give you some samples of nonverbal behaviors associated with varying emotions for different regions of the body. Each student of the group will act out one of the eight emotions listed below using their face, body, arms, legs and voice, speaking is not allowed!!!The group will identify the emotion expressed.

1. Sadness, depression 2. Pleasure, satisfaction 3. Anxiety, agitation 4. Anger 5. Confusion, uncertainty 6. Distrust, incredulity 7. Displeased, discontent 8. Astonished, amazed

II. The group will be divided in groups of three students. One will act as Communicator, another will be the Listener and the third onewill be the Observer. Communicators will represent: Sadness, Angriness, and Happiness nonverbally! Listeners will observe and identify the emotion represented by the Communicators. The Observers will observe both the Communicators and the Listeners. They will recall the process and report about Communicators and Listeners nonverbal behavior. ________________________________________________________________ Cormier, W. H. & Cormier L. S. (1998). Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions. (4th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company (Pp. 86).



Apéndice J/ Appendix J

Actividad de Aprendizaje: Respuesta Inmediata

Para cada una de los siguientes estímulos del cliente, crea y escribe un ejemplo de “Respuesta Inmediata” como consejero.

Ejemplo: El cliente ha llegado tarde por tercera vez y tú estás preocupado por esto.

Respuesta inmediata: “Estoy consciente que estas teniendo dificultades para llegar aqui a tiempo, me siento incómodo ante esta situación.” 1. De los ojos de tu cliente comienzan a salir lágrimas mientras describe

la muerte de un buen amigo. 2. El cliente para de hablar en cualquier momento en que tu tocas o

hablas sobre el tema de su ejecución académica. 3. El cliente te ha hecho muchas preguntas sobre tus competencias y

calificaciones. 4. Tú experimentas mucha tensión y precaución con el cliente; ambos se

tratan como si “caminaran sobre huevos”, con mucho cuidado de no romperlos. Signos de tensión física son notables en tu cuerpo, así como en el del cliente.

5. Tú y el cliente se caen muy bien y tienen muchas cosas en común. Últimamente te la has pasado intercambiando historias en vez de enfocarte en lidiar con las preocupaciones del cliente en relación a su insatisfacción e indecisión ocupacional.

___________________________________________________________________Cormier, W. H. & Cormier L. S.

(1998). Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions. (4th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company (Pp. 50).



Apéndice K/ Appendix K

Análisis Crítico de la Entrevista/Interview Rubric

Criterios a incluir Puntos

Introducción 10

Dinámica de grupo 10

Técnicas a utilizar 10

Conclusión 10

Reflexión de la actividad 10

Criterios de lenguaje

La presentación de las ideas es organizada y coherente

10

El resumen de los puntos principales y la presentación de la conclusión es apropiada.

10

El escrito es claro y esta bien editado. 10

El estudiante demuestra dominio del tema.

10

Se utiliza un vocabulario preciso y las oraciones y párrafos están bien construidos.

10

Totales 100



Apéndice L/ Appendix L Ana G. Méndez University System

Metro Orlando Campus

University of Turabo

Counseling and Guidance Master Degree Program

Evaluation form for video tape recorded interview

Student Name: ______________________ Date:______________

Assessed by: _______________________

Skills observed Comments and observations

Accurate paraphrasing

Accurate reflection of

feelings

Accurate summarizing

Wide Vocabulary

Uses Metaphors

Non- verbal attending skills

Body

Facial expression

Voice Tone

Pacing



Demonstrated Very

much Much Some Not Sure

Empathy

Acceptance

Genuineness

Time Management

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Suggestions:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Skills of Giving feedback

Comments in this feedback and assessment form should include:

Specifics: remembering actual words, phrases, actions. Gives feedback constructively, clearly,

directly, diffidently, obscured, with care, too general, could be more direct. Avoids giving negative

feedback, observes non-verbal, body language, tone, pace, relaxed, too relaxed, tense, fidgets,

immobile, matches, warm, cool, impassive, matching, etc...



Apéndice M /Appendix M

Estudio de Caso #1

Caso #1 Susan es una mujer de 30 años, Coreana-americana, recientemente divorciada de un matrimonio de dos años de duración. Es estudiante a tiempo completo en su tercer ano de la escuela de medicina. Vive con su madre. Regularmente Susan asiste a las sesiones de terapia vestida en su ropa de trabajo. En general, Susan se ve más joven de su edad actual, demuestra poco contacto visual, y demuestra muy poco sus emociones. Susan fue referida a terapia por un incidente en el que verbalmente confrontó y agredió a otro estudiante durante clase y se le pidió que abandonara la sala. Ella alega que su agresión fue justificada porque su compañero de clase la llamo “loca”. Susan es adoptada, y no tiene conocimiento de sus padres biológicos. Su padre adoptivo es blanco, y su madre asiática. Es hija única de la pareja. Su padre, quien murió hace dos años, tenía un historial alcoholismo. Cuando se le cuestionaba sobre su niñez, Susan establecía que “básicamente he tenido una niñez buena”. Describía a su madre como la persona que mantenía la disciplina, muy trabajadora y morosa”. Sobre su padre decía que aunque abusaba del alcohol, esto no le causaba tensión, “yo lo adoraba” y “era muy bueno conmigo”. En sesiones siguientes, Susan describía que la vida en su familia se convirtió en muy incomoda, las discusiones entre sus padres eran frecuentes. Susan revelo sentimientos de resentimiento y culpa hacia el abuso del alcohol de su padre. Susan reportaba un largo historial de relaciones interpersonales problemáticas. Su ex marido, quien ahora estaba viviendo en otra ciudad, le había recomendado recientemente que buscara consejería porque tenia muchas dificultades “rompiendo y cortando” relaciones con otras personas. Susan reporto a su consejero un problema con su amiga Lea, a quien conocía desde la escuela superior y con se sentía muy cercana. Ella y Lea asistían a la escuela de medicina juntas. Susan confirmo a su consejero que Lea la defendía y cuidaba mucho. En una ocasión, Susan le contó a Lea que creía que el hombre con el que estaba saliendo le estaba siendo infiel. Según Susan, Lea la convenció, de que vandalizarán su auto en castigo, realizaron juntas el plan y juraron nunca decir nada de lo que había pasado. En repetidas ocasiones Susan siguió a Lea en esta clase de actividades, y aunque ella se sentía incómoda y culpable por las cosas que había hecho, sentía que debía permanecer fiel a su amiga para conservar su amistad.



Cuando hablaba de sus relaciones con el sexo opuesto, Susan decía que le costaba mucho expresar sus desacuerdos y que prefería conservar para si misma los mismos, pues no le gustaba estar sola, tal y como le había pasado en su matrimonio. Entre otros detalles que Susan describió a su consejero, dijo que una relación amorosa previa había caído en un círculo de violencia, abuso físico y verbal, del que ella también participaba. Salir de este círculo de violencia le fue muy difícil. Susan vino a buscar ayuda para controlar su temperamento y sus sentimientos de abandono. ________________________________________________________________________

A. Lea cuidadosamente el caso presentado. Vea con atención los detalles y

patrones de comportamiento en el caso de Susan para contestar las preguntas expuestas a continuación:

1. Basándote en los cuatro Modelos Teóricos que categorizan las

problemáticas en Consejería Individual (Cognitivo, Afectivo, Sistémico y Conductual), analiza la información del caso para identificar dos áreas en las que el cliente presenta dificultades. Discute, ejemplifica y explica en profundidad tu respuesta.

a) (10 Puntos) b) (10 Puntos)

2. Identifica dos posibles metas de consejería para el caso de Susan.

Explica y respalda tu respuesta haciendo referencia a los detalles e información del caso.

a) (20 Puntos) b) (10 Puntos)

3. De acuerdo a tu respuesta en la pregunta #1 sobre Modelos

Teóricos en la conceptualización de casos, identifica una estrategia de Intervención aplicable al caso de Susan. Explica brevemente como el modelo teórico apoya tu selección.

a) (7.5 Puntos)

Total: 37.5 Puntos



Case Study #2 Bill is a 12th grade High School student. Academically he is doing exceptionally well; he maintainsgood grades, has good attendance, and has set his post-secondary goals to attend college outside of his hometown. Bill has a girlfriend whose only thought is to marry him as soon as he graduates from high school. She triesvery hard to deter Bills thought of goingaway to college. Whenever she can, she makes it a point to suggest to Bill that he should go work with her father in their family business when he graduates from high school.She has expressed to Bill that she is scared of losing him and thinks he may fall in love with another girl while he is in college. Bill feels frustrated that he isbeing rushed into marriage right after high school, not to mention, right before finishing college. Bill thinks that if there’s a way she could agree to attend college withhim the marriage idea and pressure he feels may be diminished. In addition, Bill recently found out through a friend that his girlfriend would even go to the extreme of becoming pregnant just to prevent him from going away to college. Bill is not sure what steps to take that can help him try to convince her to think and feel differently. ________________________________________________________ After reading thecasecarefully, bring special attention to details, useful case information, and behavioral patterns to answer the following questions:

1. Based on the 4 Theoretical Models that categorize human issues in

Individual Counseling (Cognitive, Affective, Systemic, and Behavioral), analyze the given information to identify two areas in which this client presents difficulties. Justify, exemplify, and explain, in depth, your answer.

a. (10 Points) b. (5 Points)

2. Identify three possible counseling goals for Bill’s therapy. Explain and

back up your answers making references to the details in the case.

a) (5 Points) b) (5 Points) c) (5 Points)

3. According to your answers in Question #1 about theoretical Models that

categorize human issues, identify one intervention strategy suitable for Bill’s case. Briefly explain how the theoretical model supports your choice.

a) (7.5 Points)

Total: 37.5 Points



Matriz de Valoración del Estudio de Caso – Proyecto Final

CRITERIOS

5 PUNTOS

3 PUNTOS

1 PUNTO

PROBLEMAS Demuestra reconocimiento de problemas múltiples en el caso. Indica que algunos problemas son de mayor importancia que otros y explica la razón. Los problemas mencionados se basaron en los hechos del caso. El análisis enfocó los problemas identificados como importantes.

Solamente reconoce uno o muy pocos problemas en el caso. Demuestra que algunos problemas son de mayor importancia que otros; pero no explica la razón. Los problemas mencionados no se basaron o relacionados en los hechos del caso de alguna forma. El análisis se enfocó en problemas sin importancia.

No identifica ningún problema. No demuestra reconocimiento que un problema puede ser más importante que otro ni explica la razón. Él análisis no se enfocó en ningún problema.

PERSPECTIVAS Reconoce las perspectivas de los múltiples personajes del caso. Reconoce que los individuos tienen perspectivas únicas. Considera estos tres elementos: conocimiento de la situación, sentimientos y valores para las perspectivas reconocidas. Considera las perspectivas de los individuos que se relacionaron con los problemas mencionados como los más importantes.

Reconoce las perspectivas de sólo un personaje del caso. No reconoce que los individuos tienen perspectivas únicas. Considera dos de los tres elementos mencionados en la primera columna.

No reconoce las perspectivas de ningún personaje del caso. No reconoce que los individuos tienen perspectivas únicas. El análisis considera uno o ninguno de los tres elementos mencionados en la primera columna. Considera las perspectivas de múltiples individuos, pero que no están relacionados con los problemas identificados como los más importantes.



CONOCIMIENTO Reconoce que puede haber más información disponible que la que presenta el caso –formula preguntas acerca de la información que puede estar faltante o ambigua. Considera la información de tres de estas fuentes de conocimiento: experiencia personal, investigación teórica e investigación empírica. Usa los hechos del caso. Usa los hechos de los materiales del caso. Los hechos que el análisis subraya del caso se utilizan exactamente. Los hechos que el análisis usa de los materiales del caso se usan con exactitud. El conocimiento que utiliza el caso parece estar relacionado con los problemas identificados como los más importantes.

Reconoce que puede existir más información disponible que la que presenta el caso –formula preguntas acerca de la información que puede estar faltante o ambigua. Considera la información de dos de las tres fuentes de conocimiento mencionadas en la columna anterior. Los hechos que el análisis subraya del caso no se usan con exactitud. Los hechos que el análisis usa de los materiales del caso no se usan con exactitud. El conocimiento que el caso utiliza parece estar relacionado con algunos de los problemas identificados como los más importantes.

No demuestra que tal vez se necesite más información para analizar el caso. No se formulan preguntas sobre alguna información faltante. Considera la información de una o ninguna de las fuentes de conocimiento. No usa los hechos del caso. No usa los hechos de los materiales del caso. No usa ningún conocimiento de este tipo. El conocimiento que el caso utiliza no parece estar relacionado con los problemas identificados como los más importantes.

ACCIONES Se propone más de una acción. El análisis propone acciones que parecen ser razonables, viables y que lidian con los problemas identificados como los más importantes.

Se propone una sola acción. La acción propuesta parece ser razonable, viable y que puede lidiar con algunos de los problemas identificados como los más importantes.

No se propone ninguna acción. El análisis no propone acciones que sean razonables, viables o que lidien con los problemas identificados como los más importantes.

CONSECUENCIAS El análisis menciona consecuencias negativas y positivas para las acciones sugeridas. Las consecuencias sugeridas parecen estar ligadas a los problemas de mayor importancia.

El análisis menciona algunasconse-cuencias positivas y negativas para las acciones sugeridas. Las consecuencias sugeridas no parecen estar ligadas a los problemas de mayor importancia.

El análisis no menciona consecuencias positivas o negativas para las acciones sugeridas. Las consecuencias sugeridas no parecen estar ligadas a los problemas de mayor importancia.

ESTILO El documento está bien redactado, lo que significa que no tiene errores ortográficos o gramaticales. El documento tiene coherencia.

El documento no tiene errores ortográficos o gramaticales serios que impidan su comprensión. Es coherente, pero contiene algunas ideas sueltas.

El documento no está bien escrito y tiene errores ortográficos o gramaticales serios. El documento no es coherente.



Case Study – Final Project Rubric

CRITERIA

5 POINTS

3 POINTS

1 POINT

ISSUES Demonstrates recognition of multiple problems in the case. Indicated that some issues are of more importance than others and explained why. The problems mentioned were based on the facts in the case. The analysis focused on problems identified as important.

Only recognizes one or a few problems in the case. Demonstrated that some issues are of more importance than others, but did not explain why. The problems mentioned were not based on the facts in the case or skewed the facts in the case in some way. The analysis focused on problems that were not of importance.

Does not recognize any problem. Did not demonstrate recognition that one issue might be more important that others nor did it explain why. The analysis did not focus on any problems.

PERSPECTIVES Recognizes the perspectives of multiple characters in the case. Recognizes that individuals have unique perspectives. Considers these three elements: knowledge of the situation, feelings, and values for the perspectives they recognize. Considered the perspectives of individuals who were related to the problems mentioned as most important.

Recognizes the perspectives of only one character in the case. Does not recognize that individuals have unique perspectives. Considers two of three of these for the perspectives they recognize.

Did not recognize the perspectives of any characters in the case. Does not recognize that individuals have unique perspectives. The analysis considers one of three or none of these for the perspectives they recognize. Considered the perspectives multiple individuals, but they were not related to the problems mentioned as most important.



KNOWLEDGE Recognizes that there might be more information available than is present in the case –it raises questions about information that might be missing or ambiguous. Considers information from three of these knowledge sources: personal experience, theoretical research, and empirical research. Uses facts from the case. Uses facts from the case materials. The facts the analysis highlights from the case are used accurately. The facts the analysis uses from the related case materials are used accurately. The knowledge the case uses seems to be related to the problems identified as most important.

Recognizes that there might be more information available than is present in the case –it raises questions about information that might be missing or ambiguous. Considers information from two of the knowledge sources. Uses facts from the case. Uses facts from the case materials. The facts the analysis highlights from the case are not used accurately. The facts the analysis uses from the related case materials are not used accurately. The knowledge the case uses seems to be related to some of the problems identified as most important.

Does not demonstrate the problem-solver’s recognition that more information might be needed to analyze the case- no questions are asked about missing information Considers information from one or none of the knowledge sources. Does not use facts from the case. Does not use facts from the related case materials. Does not use any knowledge of this kind. The knowledge the case uses does not seem to be related to the problems identified as most important.

ACTIONS More than one action was proposed. The analysis proposed actions that seemed reasonable. The actions proposed seem feasible. The actions proposed seem deal with the problems deemed the most important.

One action was proposed. The proposed action seemed reasonable and feasible. The action proposed seems to deal with some of the problems deemed the most important.

No actions were proposed. The analysis proposed actions that did not seem reasonable or feasible. The actions proposed do not seem to deal with the problems deemed the most important.

CONSEQUENCES The analysis mentioned positive and negative consequences for the actions they suggested. The consequences suggested seem to be tied to the issues deemed of most importance.

The analysis mentioned a few positive and negative consequences for the actions they suggested. The consequences suggested seem to be not really tied to the issues deemed of most importance.

The analysis did not mention positive or negative consequences for the actions they suggested. The consequences suggested do not seem to be linked to the issues deemed most important.

STYLE The paper was well written meaning that it had no misspellings or obvious grammatical errors. The paper was coherent and “stuck together.”

The paper had either minor misspellings or grammatical errors that did not prevent the reader from understanding its content. The paper was coherent, but it contains some loose ideas.

The paper was not well written and did have either misspellings or obvious grammatical errors. The paper was not coherent and did not “stick together.”

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