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Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional for every hour of a face-to-face class and approximately ten hours of preparation per week for a DE class.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
Course Requirements
1. Actively participate in all WebBoard activities.
2. Make a commitment to complete a minimum of 300 total clock hours of supervised practicum experiences on site and in the classroom.
3. Submit one recorded, transcribed and critqued session with client for review and comments by instructor.
In addition, each student will select and complete two 4 page transcribed excerpts from above recorded sessions and present them to the class for discussion and critique. **Note: In all cases presented, please be sure the tape is easily audible, and that identification of the person is kept confidential.
Due date: July 10, 2005.
4. Hold three peer supervision sessions in pairs or triads scheduled on a monthly basis (June, July, August) to review tapes, share ideas, and discuss mutual concerns and problems. Minutes of meetings will be submitted following the completion of each session. This will be completed in an online chat session prepared by the practicum group.
5. Submit weekly one-page summaries of counseling activities. Emphasis should be on the counselor's personal reflections, cognitions, insights and FEELINGS.
6. Keep a detailed log of work experience and hours regarding clinical practice. Include summaries of significant interactions, interventions, etc., observed/participated in (role playing, sculpting, history taking), meetings and case conferences, in-house trainings, and supervision sessions.
7. Read weekly text chapters as assigned. The instructor will suggest additional readings and, whenever possible, make them available online. Weekly class assignments are to be submitted on the Web Board.
8. Submit weekly summaries of the assigned readings on a rotation basis and will present the summaries in class. More details will be provided on the first day of class.
8. Review films if assigned. Further guidance about how films will be reviewed and discussed will be given in class.
9. Arrange a convenient time for the practicum instructor to converse with respective site supervisors for the purpose of discussing the progress, issues, content, and format of the supervision. This can be completed through e-mail, on an at least monthly basis, starting in October.
10. Plan to meet with your practicum site supervisor at a specific time for a minimum of one-hour weekly supervision.
GUCO/PSYCH 536: Counseling Practicum Counseling Practice Assignment: Transcription, Analysis, and Evaluation Main Objectives:
• To demonstrate the basic counseling skills of active listening, core conditions, rapport and empathy development.
• To accurately assess the client’s presenting problems and core messages.
• To evaluate the counselor’s skills, including use of and response to affective material.
• To identify and assess specific counseling strengths. • To identify and assess specific areas of counseling skills needing improvement. This session will offer practice and feedback on your basic counseling skills. You will audio-tape record a 45-minute counseling session with a client from your site, another student, or another person with whom you are not related. Your taped session should be clear, so test sound quality carefully before recording the session. During the session, you will focus on the development of rapport, ability to follow the client, successful timing issues, the setting of expectations and boundaries, appropriate beginning and ending of the session, by using the following Basic Counseling Skills:
• attending,
• listening,
• basic empathy (formula, level 3),
• advanced empathy (levels 4 & 5),
• paraphrase,
• reflection of feeling,
• reflection of meaning,
• understanding and reflection of core message,
• clarification of feeling, experience, and behavior,
• prompts,
• encouragers,
• open & closed questions,
• silence, • summarizing.
• Problem-identification
• Identification of and work with feeling components.
Avoid interpretations, provocations, and over-challenging. Emphasize listening skills. Listen: Listen to and review the whole tape. Take notes so that you can respond to the Counselor Self-Assessment portion (below). Also, select a 5-10 minute section that is interactive, demonstrates your uses of several skills, and that you would like to get feedback on.
The Write-up - Client Introduction & Transcript Analysis:
Client Introduction (1 page). Briefly describe the session and the context. “Identify” the client using demographics (include cultural background), but do not use real names – preserve confidentiality. Briefly assess the client’s primary problems and needs, including the:
• presenting problem and history,
• core messages,
• underlying issues,
• impact of problem on life,
• and current resources.
Multi-Modal Assessment (2 pages): Complete an analysis of the session using Lazarus’ Multi-modal Assessment scheme, The BASIC ID .
The Transcript and Analysis (4-pages) : The transcription should be completed by dividing your paper in halves:
On the LEFT side (a verbatim transcript) - type the dialogue between the client (CL:) and you (CO:), the counselor – verbatim. Include a description of nonverbal communication (e.g., client cries, smiles, long pause, hands trembling, looks away, etc). In parentheses, after each client and/or counselor statement, briefly comment on:
• What you think the client is saying (after client response).
• What else you might have said to improve the session (after counselor response).
• What did and/or didn’t work (after counselor response).
On the RIGHT SIDE (transcript analysis) - After each Client (CL:) comment, offer an appropriate or improved empathic response: i.e., “You feel angry, because….” (at least a Level 3, according to Carkhuff). After each Counselor (Co:) comment, offer an empathy formula reflecting your feelings at the moment: i.e., “I feel frustrated, because…”).
After each Counselor comment: Identify the micro-skill you used (use list above).
On both sides of the page: Highlight in yellow all the feeling (emotions/affect) words used by yourself and the client.
Highlight in blue all the words that denote experience (something happening TO the client/counselor).
Highlight in green all words referring to behavior (what a person DOES). (refer to the Egan workbook for further descriptions of these three types of client activity).
Affective content Tally and comment briefly on the relative uses of feeling words.
What were the predominant feelings of the client? …the counselor? How were they relevant to the session? Refer to a feelings chart to categorize and comment on the emotional content of the session.
Counselor Self-Assessment (1-2 pages): This section will allow you to look at your work openly and objectively, and assess your work.
Include a critique of the session, referring to the flowing questions:
1. How would I rate the quality of my presence to this client?
2. In what ways was I distracted from giving my full attention to this client?
3. How might I have been more effectively present to this person?
4. How effectively did I identify the client’s experiences, feelings and behaviors in order to give a fuller picture of the issues at hand?
5. How effectively did I help the client remain focused on relevant and important issues?
6. How well was I able to help the client understand themselves and their problem situation more fully?
7. In what areas do I need improvement, and what are my strengths, so far?
8. What is my plan for self-improvement? Be specific. For example, I will review the empathic levels and practice with my supervisor. Recommendation: Share your paper and ask for feedback. This is not required, but it might be very useful to share your paper with your site supervisor or with a fellow student for additional feedback.
Include a brief summary of the feedback you received before submitting the paper to the professor.
Further Points: Please type using double-space, 12-point, Ariel or Times New Roman. Citations and references should follow APA style guidelines.
Include a cover page with name, date, assignment, & course title.
Proofread carefully! Your grade will be based on the completion of all the sections of the paper, and your willingness to display not only your strengths but also areas needing improvement. In other words, although “good” counseling will count in your favor, your willingness to provide useful material from which you can learn, and your willingness to progress and grow from feedback, are even more important .
Remember: Practice makes perfect, but is NOT perfection! Please submit your paper AND tape on time for review by the professor via post to my address at:
91 Hartswood Road London W12 |