Faculty Contact Information:
Dr Scott E Borrelli, EdD, ABPP, FICPP, MP
Collegiate Professor, The University of Maryland
91 Hartswood Rd
London
W12 9NG
UK | |
Consultation:
| Please contact me via the Class Cafe on the Webboard or via university e-mail. We will also arrange phone consultations during the course. | |
Required Texts and Readings:
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Alle-Corliss, L.A. & Alle-Corliss, R.M. (1998). Advanced practice in
human service agencies. (1st ed.). Brooks/Cole.
Sweitzer, H.F. & King, M.A. (2003). The successful internship:
Transformation and empowerment. (2nd ed.). Brooks/Cole.
Corey, G., Corey, M., & Callanan, P. (2003). Issues and ethics in the
helping professions. (6th ed.). Brooks/Cole. | |
Supplementary Readings:
| All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills. | |
Recommended Journals:
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A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
Miller, Scott D., Duncan, Barry L., & Hubble, Mark A. (1997). Escape from Babel. Toward a unifying language for psychotherapy practice. W.W.
Norton & Company. | |
Course Description:
| Prerequisites: PSYC 502, PSYC 534, PSYC 580, GUCO 510, GUCO 531, GUCO 532; attendance at a practicum orientation; and permission of the Program Director. This course places emphasis on practical counseling with supervised experience in community and/or agency programs. The role of the administrator of community counseling services is considered. Problems and issues in counseling are examined. This course is conducted over two terms. Students may receive credit for only one of the following courses: PSYC 536, GUCO 536, or EDCP 619. | |
Course Goals:
| The goals of this course are to provide opportunities for students to apply concepts and skills learned during the academic portion of the program to counseling situations with diverse clients, and to develop skills needed as professional counselors. | |
Course Objectives:
At the conclusion of this course, the student will be able to:
l. demonstrate improved proficiency in counseling skills, including initiating, maintaining, and terminating a counseling relationship with a wide range of clients;
2. apply counseling theories to practical situations and identify a tentative personal/theoretical frame of reference;
3. assess clients’ problems by using counseling strategies and technologies that meet their needs;
4. use appropriate crisis intervention and conflict resolution strategies;
5. present oral and written assessments of clients;
6. demonstrate a working knowledge of vocational tools and technologies that can assist clients in making career decisions;
7. identify and create activities from various sources including computer based technologies that can be used with individual and group counseling reflecting multiculturalism, diversity, cross-cultural, vocational and special needs;
8. demonstrate a working knowledge of community referral agencies and facilities;
9. demonstrate cooperation and adaptability to the standards of the clinical setting assigned;
10. assess and develop resources that can be used to meet the needs of the clients, staff, and the community through the use of various technologies;
11. demonstrate knowledge of and adherence to the ethical standards of the profession. | |
Grading Information:
Grades for this course will be assigned as follows:
A 92% +
B 80 – 91%
C 70 – 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
Graduate school at the master's level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society.
In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions
Write graduate level papers or case studies
Complete one or more written examination(s) | |
Description of Course Requirements:
Participate in classroom discussions: You are expected to participate in all onlline discussions in a professional and informed manner. Usually this requires 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.
Specific Course Requirements
1. Actively participate in all online course activities.
2. Make a commitment to complete a minimum of 300 total clock hours of supervised practicum experiences on site.
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.
4. Hold three peer supervision sessions in pairs or triads scheduled on a monthly basis (September, October, November) to review tapes, share ideas, and discuss mutual concerns and problems. This will be completed in an online chat session prepared by the practicum group. Minutes of meetings will be submitted following the completion of each session.
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 Counseling 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.
9. Review films if assigned. Further guidance about how films will be reviewed and discussed will be given in class.
10. 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.
11. Plan to meet with your practicum site supervisor at a specific time for a minimum of one-hour weekly supervision.
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 half:
On the LEFT side (a verbatim transcript) - type the dialogue between the client (CL:) and you (CO:), the counselor. Include a description of nonverbal communication which you observed during the session(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 model). 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 review and assess your counseling openly and objectively.
Include a critique of the session, referring to the following 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 describe 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! Mistakes make you grow.
Please submit your paper AND tape on time for review by the professor via post.
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Course Schedule:
Term 1: Begins August 29, 2005
The following topics and assignments will be included in the course schedule. Additional schedule details will be available at least one week before the course begins.
1. Introductions & Review of Course Requirements.
Laying the Groundwork/Framing the Experience;
The Developmental Stages of an Internship.
Read in Sweitzer/King (S/K), chs. 1 & 2.
Select your journal style and begin submitting weekly summaries of practicum work.
2. Understanding Yourself (Learning Styles/Family patterns/Psychosocial & Cultural Identity)
Understanding Yourself and as Intern (Motivation/Unresolved Issues/Self-disclosure/Life context).
Read S/K, chs. 3 & 4.
3. The Anticipation Stage;
Getting to Know the Clients.
Read S/K, chs. 5 & 6.
Practice Issues in Human Services Agencies.
Read ch. 1 in Alle-Corliss & Alle-Corliss (A-C).
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references (articles) from a library search. These should expand on the topics for the week.
4. Getting to Know your Colleagues & Placement Site.
Read S/K, chs. 7 & 8.
Key Elements & Challenges in Practice. Read A-C, ch. 2.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
5. Getting to Know the Community.
Taking Stock – The Disillusionment Stage.
Read S/K, chs. 9 & 10.
Micro-Level Practice: Working with Individuals.
Read A-C, ch. 3.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
6. The Confrontation & Confidence Stages.
Read S/K, chs. 11 & 12.
Mezzo-Level Practice: Working with Families & Groups. Read A-C,ch. 4.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
7. Macro-Level Practice: Working with Organizations & Communities. Read A-C, ch. 5.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
8. Practice with Diverse Populations.
Read A-C, ch. 6.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
9. The Culmination Stage.
Read S/K, ch. 14.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
10. Professional, Ethical and Legal Issues.
Read S/K, ch. 13 and A-C, ch. 7.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
11. Introduction to Professional Ethics.
Read ch. 1 in Corey, Corey, & Callanan (CCC).
Complete the Self-Assessment and summarize your findings for the class. Organize your report around groups of attitudes and beliefs about professional and ethical issues, if you can.
Group Activity: Please summarize the readings and present them to class, including and integrating at least two additional, relevant references.
12. Additional Readings & Case Studies.
A student will be assigned to summarize the readings and present them to class, including and integrating at least two additional, relevant references.
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Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | |
Faculty Bio:
Dr. Scott Borrelli is a collegiate professor who has been teaching for the University of Maryland for 12 years. He was also assistant professor of psychology with Boston University, both on the Boston campus and in Europe. Dr. Borrelli is a licensed (USA) and Chartered (UK) psychologist, board certified in clinical psychology (ABPP), counseling psychology (ABPP), psychopharmacology (FICPP), medical psychology, and clinical hypnotherapy. He is also a consultant-practitioner of EMDR, and Chief Editor of the European EMDR journal (www.emdr-practitioner.net).
Dr Borrelli has special interests in integrative, energy and health psychologies, and treatments for PTSD and other stress conditions. He lives in London, UK, and is originally from Boston, USA.
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