school of education - new mexico highlands university · coun 606 theory and principles of...

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School of Education

Course Number COUN 605 Course Name Pre-Practicum in Counseling Skills

(30 credit hours)

Class Meetings August 17-December 9 2016 Thursdays 400 pm ndash 650 pm

Location Rio Rancho-Room 126

Instructor Anna Koch PhD NCC CRC LPCC

Office Rio Rancho Rm 111 Phone 505-891-6941 Office

Office Hours By appointment E-mail amkochnmhuedu Course Catalog Description

This course serves as the studentrsquos first formal exposure to the actual practice of counseling As such it will introduce the student within a safe and controlled setting to the dynamics and process of the counselorrsquos role The student learns to focus reflect paraphrase summarize ask effective question and use interpretation confrontation and immediacy in the counseling relationship

Course Prerequisites

COUN 601 Professional Orientation COUN 606 Theory and Principles of Individual Counseling

School of Education Conceptual Framework 1

The NMHU School of Education believes in democratic access to an education both theoretical and authentic that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base practice the skills and develop professional dispositions in authentic settings needed to excel in education leadership counseling or other self-determined endeavors

Required Materials2 3

Text 1 Essential Interviewing A Programmed Approach to Effective Communication 9th edition Author Evans DR Hearn MT Uhlemann MR amp Ivey AE ISBN 9781305271500 Copyright Year 2017 Publisher CENGAGE Text 2 Developing Your Theoretical Orientation in Counseling amp Psychotherapy 3rd edition Author Halbur ISBN 9780133488937 Copyright Year 2015 Publisher PEARSON EDUCATION

1 SOE email from Associate Dean 5410 2 SOE email from Dean 1610 3 Email from CampW Coordinator 8910

Semester Fall 2016

2

Supplemental Materials amp Supplies

Instructor Handout and Online Materials

Audio recording equipment You might want to invest in a transcription program

Course Objectives The objectives for this course correspond with

School of Education Themes (SOE) Diversity (D) Reflective Practitioner (RP) Culturally Inclusive (CI) Authentic Settings (AS)

Practice (Pra) Knowledge (K) Professionalism (Pro) Leadership (L)

NM Counseling and Therapy Practice Board ndash Mental Health Clinical Core Curriculum (NMAC Chpt 27) httpwwwnmcprstatenmusnmacpartstitle16160270009htm

NM Public Education Department ndash Licensure for School Counselors Pre-K-12 (NMAC Chpt 63) httpwwwnmcprstatenmusnmacpartstitle06060630006htm

NM Public Education Department ndash Licensure for Rehabilitation Counselors Pre-K-12 (NMAC Chpt 63) httpwwwnmcprstatenmusnmacpartstitle06060630011htm

Council on Rehabilitation Education CORE Accreditation Standards httpwwwcore-rehaborgStandardshtml

North Central AssociationHigher Learning Commission Student Traits (NCA)

1 Mastery of content knowledge and skills 2 Effective communication skills 3 Critical and reflective thinking skills 4 Effective use of technology

This is the pivotal course in the Counseling Program The students learn the fundamental counseling skills that will serve as the basis for all future skills and techniques that may be learned Of all the courses in the Counseling Program this is the most essential to master Thus students are held to strict standards

Schedule

Date Topic Reading Due Assignment Due

818 Introductions Your Theoretical Orientation

Dev Your Theoretical Orientation Chapts 1-2

825 Your Theoretical Orientation Writing a Critique Attending Behavior (CHPT 2)

Dev Your Theoretical Orientation Chapt 3 Essential Interviewing Chpt 2

Counseling Dispositions Inventory

901 Your Theoretical Orientation Writing a Progress Note Questioning (CHPT 3)


FIRST PRACTICE SESSION

908 Reflecting Content (CHPT 4) Essential Interviewing Chpt 4 Transcription 1 Conceptualization amp Critique (3 pts deducted if after 7 day grace period See Late Work Policy on page 13)

915 Reflecting Feeling (CHPT 5) Essential Interviewing Chpt 5 Progress Note 1 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

922 Integrating Listening amp Exploration Skills (CHPT 6)

Essential Interviewing Chpt 6 Transcription 2 Conceptualization amp Critique (3 pts deducted if after 7 day grace period See Late Work Policy on page 13)

929 Midterm Video Attending Behavior Questioning Reflecting Content (paraphrasing) Reflecting Feeling Summarizing

Video Tape (Midterm) Progress Note 2 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1006 View amp Feedback Midterm Video

Theory Paper (10 pts deducted if after 7 day grace period See Late Work Policy on page 13)

3

Assigned client for next 6 sessions

1013 Confronting (CHPT 7) Essential Interviewing Chpt 7

Progress Note 3 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1020 Communicating Feeling amp Immediacy (CHPT 8)


1027 Self-Disclosing (CHPT 9) Essential Interviewing Chpt 9 Progress Note 4 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1103 Interpreting (CHPT 10) Essential Interviewing Chpt 10 Transcription 4 Conceptualization amp Critique (3 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1110 Information Giving (CHPT 11) Essential Interviewing Chpt 11 Progress Note 5 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1117 Structuring for Exploration Clarification amp Action (CHPT 12)

Essential Interviewing Chpt 12 Video Tape (Final)

1124 Fall Break No Class

1201 View amp Feedback on Final Video

Dispositions Counselor Feedback Form

Course Outcomes correspond to

NM

CTP

B

NM

PED

ndash

Sch

oo

l Co

un

selin

g

NM

PED

ndash

Vo

c R

eh

ab

CO

RE

-

Vo

c R

eh

ab

CA

CR

EP

1 Understand counseling and consultation theories in terms of personality conflict and counseling

C(1) A5 C27 Core 5d

2 Understand counselor characteristics and behaviors that influence the helping relationship

C(2) Core 5b SC B2 SC D1

3 Understand client characteristics and behaviors C(3) C1 G

SC A6

4 Demonstrate appropriate use of culturally responsive individual counseling for initiating maintaining and terminating counseling

1 Focus and follow what the client says 2 Effectively reflect feelings and latent content 3 Appropriately use confrontation and self-

disclosure 4 Use interpretation in an appropriate and timely

way 5 Distinguish between reflection clarification and

paraphrasing

B(3) E2 C5(1 2 10 11))

Core 5c CMHC D3-5 CMHC

F3

4

6 Follow the theme of the client 7 Recognize counter-transference and transference 8 Recognize personal agendas in the counselor

5 Apply multicultural competencies in mentally health counseling practices including conceptualizing the problem diagnosis establishing counseling goals and objectives and prevention

C3 C2(1 5 8 9)

C5(3 5 6 9 14)

Core 5a CMHC D1 2

6 Provide support by addressing specific topics such as interpersonal relations communication decision-making problem-solving academic programs work behavior conflict resolution behavior management career and life planning and personal responsibility in a manner consistent with the individualrsquos culture and beliefs

E3 C5(5 9 15)

7 Practice ethically and uphold localstatenational standards

H(4) F1 F4

K C1(1 2 4 7 8)

CMHC B1

CMHC D7

SC B1

8 Recognize personal and organizational limitations and refer when appropriate

E4 F5

C512 CMHC D9

SC D5

ASSIGNMENT Outcome

Competencies SOE THEMES NCA TRAITS

1 Reading the lessons in the texts

1 ndash 8 Practice

Knowledge

Professionalism

1 Mastery of content knowledge and skills

2 Practice counseling sessions (sessions will work up to 30 minutes long)

1 ndash 8 Diversity Culturally Inclusive Authentic Settings Practice

Knowledge

Professionalism

1 Mastery of content knowledge and skills 2 Effective communication skills 4 Effective use of technology

3 Transcript conceptualization amp critique for 4 sessions turn it and the tape in to the professor (see details below)

1 3 4 6 7 Diversity

Reflective Practitioner Culturally Inclusive Authentic Settings Practice Knowledge

1 Mastery of content knowledge and skills 2 Effective communication skills 3 Critical and reflective thinking skills

4 Progress Note conceptualization amp critique for 5 sessions turn it and the tape in to the professor (see details below)

1 3 4 6 7 Diversity

Reflective Practitioner Culturally Inclusive Authentic Settings Practice

Knowledge


5 Two 30-minute video tapes one at midterm and one as a final

4 Diversity Culturally Inclusive Authentic Settings Practice

Knowledge Professionalism


6 Counselor Dispositions 1 ndash 8 Diversity Culturally Inclusive Authentic Settings Knowledge

Professionalism


7 Theory paper 1 2 3 Knowledge 1 Mastery of content knowledge and skills

5

Reflective Practitioner 2 Effective communication skills

3 Critical and reflective thinking skills

Instructional Strategies

Students will pair up and practice counseling skills with each other for the entire semester

Assignments amp Assessment Each student MUST attend each class The counseling skills will be presented in sequence Students will be responsible for

Assignment 1 Readings ndash See schedule Assignment 2 Practice counseling sessions Assignment 3 Transcript Conceptualization amp Response Critique (4 transcriptions in total) [30 points each]

A TRANSCRIPTION = 16 pts (points taken away for lack of sentence structure) Fifteen minutes each of five of the sessions will be transcribed verbatim Transcribe the first 5 minutes middle 5 minutes and last 5 minutes of each session On a sheet of paper type the transcription out as if it were a script for a play Please leave spacing between speakers

Assignment 3 will have the following format (Several pages single-spaced with a double space between speakers)

Studentrsquos Name Assignment Transcription amp Critique FIRST FIVE MINUTES

Counselor helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

Client helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip


Client helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

MIDDLE FIVE MINUTES



LAST FIVE MINUTES



B CONCEPTUALIZATION = 8 pts for Conceptualization using evolving theory Conceptualize the basic content of the session according to an evolving theory C RESPONSE CRITIQUE = 6 pts total on Critique

1 pt for each appropriate statement identified (wskill amp reasoning) 1 pt for each statement needing improvement (wskill not used explanation amp

Better Response) Use the Following Format for the Response Critique Effective Responses 1 Verbatim ndash ldquoEffective response you maderdquo a The skill used was

6

b This response was effective because 2 Verbatim ndash ldquoEffective response you maderdquo a The skill used was b This response was effective because 3 Verbatim ndash ldquoEffective response you maderdquo a The skill used was b This response was effective because

Ineffective Responses 1 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because c A better response would have been ldquohelliphelliprdquo 2 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because c A better response would have been ldquohelliphelliprdquo 3 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because

c A better response would have been ldquohelliphelliprdquo

Assignment 4 PROGRESS NOTE (includes Conceptualization) amp Response Critique (5 in total) [20 points each] Write a summary of the session using the following format A SESSION OVERVIEW 2 pts for Overview

Brief description of the clientrsquos appearance and a synopsis of the content of the session

B AFFECTIVE DESCRIPTION OF CLIENTSESSION 2 pts for Affective Description Using primarily feelings terminology describe the overall demeanor of the client during the session Describe the affective content of the session

OVERALL BEHAVIORAFFECT Sad angry depressed Content satisfied Anxious insecure Confident secure Low frustration tolerance High frustration tolerance Dependent Autonomous independent Immature regressed Mature age appropriate External locus of control Internal locus of control Impulsive easily distracted Purposeful focused Inhibited constricted Creative spontaneous Isolated detached Connected belonging

C PLAN 2 pts for Plan (Fairly short Just a few sentences) The final section of your PROGRESS NOTE is where you outline the course of treatment after considering the information you gathered during the session

Focus on the future What is your ldquonext steprdquo with this client What do you need to do to prepare for the next session What aspect(s) of the problem will you focus on What approach will you use Why

7

Your plan should reflect your understanding of your theory of choice

D CONCEPTUALIZATION = 8 pts for Conceptualization using evolving theory Conceptualize the basic content of the session according to an evolving theory (Use the Conceptualization outlines provided for the theory you are currently most attracted to)

E RESPONSE CRITIQUE = 6 pts total on Critique


Better Response) Use the Following Format for the Response Critique Effective Responses 1 Verbatim ndash ldquoEffective response you maderdquo a The skill used was b This response was effective because 2 Verbatim ndash ldquoEffective response you maderdquo a The skill used was b This response was effective because 3 Verbatim ndash ldquoEffective response you maderdquo a The skill used was b This response was effective because

Ineffective Responses 1 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because c A better response would have been ldquohelliphelliprdquo 2 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because c A better response would have been ldquohelliphelliprdquo 3 Verbatim ndash ldquoResponse you made that was ineffectiverdquo a The skill that was not used well was b This response was ineffective because c A better response would have been ldquohelliphelliprdquo Assignment 5 Video-tapes - Midterm and Final [25 points each] Assignment 6 Counselor Dispositions

Counseling Disposition Inventory The School of Education has developed inventories to help students and faculty evaluate the dispositions of students These surveys will be used to help students identify strengths and areas for improvement in their dispositions for their professions All students in designated courses will complete a dispositions inventory The professor will also complete a dispositions inventory for each student at those times Any dispositions suggesting the need for support will be discussed

Empathy (the counselor senses accurately the feelings and personal meaning that the client is experiencing and communicates this acceptant understanding to the clients)

Genuineness (client is willing to be authentic open honest within the helping relationship)

8

Acceptance (being able to regard clients unconditionally despite differences in cultural heritage values or belief

systems)

Open-Mindedness (freedom from fixed preconceptions and an attitude of open receptive that which the client is expressing)

Cognitive Complexity (ability to view an individual within both an individualistic and systemic framework)

Psychological Adjustment (willingness to self-reflect and promote onersquos psychological well-being)

Competence (monitoring onersquos effectiveness knows when to consult with others keeps current on newest trends in the field)

Sensitive to issues of diversity (competent in counseling diverse clients)

COUNSELOR DISPOSITIONS

Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)

Empathy 3 Understand client characteristics and behaviors

Genuineness 3 Understand client characteristics and behaviors

Acceptance 3 Understand client characteristics and behaviors

Open-Mindedness

3 Understand client characteristics and behaviors

Cognitive Complexity


5 Apply multicultural competencies in mental health counseling practices including conceptualizing the problem diagnosis establishing counseling goals and objectives and prevention

Psychological Adjustment




Competence

4 Demonstrate appropriate use of culturally responsive individual counseling for initiating maintaining and terminating counseling including responsive services in an educational setting



Sensitive to issues of diversity




9

Assignment 7 Theory Paper [100 points]

Toward the middle of the semester you will turn in a written paper on a counseling theory that you have adopted as your own This paper should be at least 10 pages in length not counting the title and references pages and have 2-3 references References can be from texts and seminal works by the theorist This paper would not typically include current research in the field The format is outlined below

The papers should be written in formal academic style Use third person (she he the writer it one) when writing a formal paper Do not use the first person (I we) or second person (you they) Do not use contractions in formal writing unless directly quoting a source Do not allow your sentences to wander A sentence longer than 20 or 30 words will probably lose something in the reading Your paragraphs should be at least three sentences in length including a topic sentence and other sentences clarifying andor expanding ideas in the topic sentence Although other faculty may accept them DO NOT use bulleted information or large direct quotes in papers you write for me You must cite your sources for any quotes and whenever you use ideas or concepts from another writer Three or four citations per page are generally considered adequate for a well-developed paper USE AT LEAST 2-3 SOURCES AND NOT MORE THAN 10 You will need to seek out respected preferably refereed journals and books Popular magazines or newspapers are not considered professional academic sources Website information is not acceptable unless it is an on-line refereed journal DO NOT use or cite websites including Wikipedia The paper should be a minimum of 10 PAGES IN LENGTH (not counting title and reference pages) Include a covertitle page and reference page Your paper should contain an introduction a body and a conclusion The introduction should specifyintroduce the topic you chose The body of the paper should include your research ORGANIZED WITH APPROPRIATE HEADINGS The conclusion should provide a brief summary of all of the foregoing parts When you have completed a final draft of the paper remember to check spelling and grammar yourself even if your computer has these functions Be sure your paper has appropriate singular and plural agreements Be very careful about switching between past and present tense Also check the final draft for style to assure that academic style is used as appropriate Do not procrastinate The due date will creep up on you and cause the quality of your product to suffer Begin very early in each course to research your sources and make notes Writing your research paper should be a rigorous academic exercise This topic paper should include the following sections in addition to introduction and conclusion

Counseling theories are distinguished by several key concepts each overlapping with the others

1 View of Human Nature refers to the distinguishing characteristics including ways of thinking feeling and acting that humans tend to have naturally ie independently of the influence of culture

2 Theory of the Healthy Personality Each theory defines and clarifies the personality in terms of what a healthy person is what makes us whole integrated and develop as a coherent self

3 Theory of Conflict (Dysfunction) Each theory describes how it is that the healthy person becomes conflicted including what the conflict involves in terms that are consistent with the theory of personality

4 Theory of Counseling (Central Constructs of the Counseling Process) Each theory explains how counseling helps restore the conflicted person to the state of the healthy (or integrated or cohesive) person including the nature of the counseling relationship and the dynamics that go on in it between the counselor and the client

THEORY PAPER (RUBRIC)

CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)

ORGANIZATION 5 points each

10

Introduction The introduction is inviting states the main topic and previews the structure of the paper

The introduction clearly states the main topic and previews the structure of the paper but is not particularly inviting to the reader

The introduction states the main topic but does not adequately preview the structure of the paper nor is it particularly inviting to the reader

There is no clear introduction of the main topic or structure of the paper

Conclusion The conclusion is strong and leaves the reader with a feeling that they understand what the writer is getting at

The conclusion is recognizable and ties up almost all the loose ends

The conclusion is recognizable but does not tie up several loose ends

There is no clear conclusion the paper just ends

Sequencing (Use headings)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader Sufficient and appropriate APA style headings are used to organize information

Details are placed in a logical order but the way in which they are presented introduced sometimes makes the writing less interesting Some headings are used to organize information

Some details are not in a logical or expected order and this distracts the reader Inadequate headings are used to organize information and they do not follow APA guidelines

Many details are not in a logical or expected order There is little sense that the writing is organized Headings are missing

Transitions A variety of thoughtful transitions are used They clearly show how ideas are connected

Transitions clearly show how ideas are connected but there is little variety

Some transitions work well but connections between other ideas are fuzzy

The transitions between ideas are unclear or nonexistent

CONTENT 15 points each

View of human nature blank slate need driven good evil etc

The writer describes the theorist(s)rsquo view of human nature

The main idea is clear but the supporting information is general Details and information are relevant but insufficient

The main idea is somewhat clear but there is a need for more supporting information

The main idea is not clear There is a seemingly random collection of information

Theory of personality andor how does the theory describe a healthy person

The writer defines and clarifies (in terms of the theory) the personality what a healthy person is and what makes a person whole integrated and develop as a coherent self


The main idea is somewhat clear but there is a need for more supporting information Supporting details and information are present but key portions of the theory are unsupported

The main idea is not clear There is a seemingly random collection of information Supporting details and information are typically unclear or not related to the topic

Theory of conflict andor how does the theory describe a dysfunctional person

The writer describes (in terms of the theory) how it is that the healthy person becomes conflicted including what the conflict involves in terms that are consistent with the theory of personality




11

Theory of counseling Central constructs of the counseling process How does counseling cause or support positive change in a person

The writer explains (in terms of the theory) how counseling helps restore the conflicted person to the state of the healthy (or integrated or cohesive) person including the nature of the counseling relationship and the dynamics that go on in it between the counselor and the client




CONVENTIONS 5 points each

Sentence Structure Flow amp Rhythm (No large quotes or bulleted information)

Sentences are complete and meaningful All sentences are well-constructed with varied structure

Almost all sentences are complete and meaningful but a few are stiff and awkward or difficult to understand

Most sentences are complete and meaningful but several are stiff and awkward or are difficult to understand

Sentences lack structure and appear incomplete or rambling The sentences are difficult to read aloud because they sound awkward are distractingly repetitive or difficult to understand

Capitalization Punctuation Grammar Spelling

Writer makes no errors in capitalization or punctuation so the paper is exceptionally easy to read Writer makes no errors in grammar or spelling that distracts the reader from the content

Writer makes a few errors in capitalization or punctuation grammar or spelling The paper is still easy to read and the errors do not distract the reader from the content

Capitalization andor punctuation errors catch the readers attention and interrupt the flow Writer makes errors in grammar andor spelling that distract the reader from the content

Writer makes several errors in capitalization andor punctuation that catch the readers attention and greatly interrupt the flow Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content

Citations Citations are included and properly formatted

Writer makes 3-4 errors in citations


Writer makes more than 7 errors in citations

References (Minimum of 3 sources no more than 10)

Writer uses correct APA formatting on reference page

Writer makes 3-4 errors in APA formatting on reference page


Writer makes more than 7 errors in APA formatting on reference page

INTAKE

Pre-Practicum Experience

1 Name of ldquoclientrdquo

2 Reason for coming Required activity for Pre-Practicum course

12

3 Relevant Family amp Social History (marital status children education significant medical

history psychological history economic status drugalcohol useabuse)

4 Current situationconcern

5 History of presenting concern

6 Recent stressors

7 Strengths amp Abilities

8 Current support systems

9 Desired results

Course Grading Policy

The professor will evaluate each studentrsquos work based on the following 1 Ability to recognize each counseling skill in use 2 Ability to recognize counter-transference reactions 3 Ability to demonstrate each skill upon demand

13

4 Ability to track and identify the clientrsquos problem 5 Ability to follow a focused intervention plan over the course of the sessions 6 Coherence of the counseling theory written out

Each of these criteria will be demonstrated on the weekly audio tapes the students turn in to the professor

Successful mastery of the 7 skills of focusing effective inquiry reflecting feeling reflecting content immediacy confronting and interpreting will be the criteria for passing the course There is a grade for this course and the quality of the tapes worksheets and demonstrated skills will go into determining the final grade

LATE WORK POLICY In all courses taught by this instructor a penalty of 10 of the value of the assignment will be assessed on any assignment turned in 7 or more days past the posted deadline For example if the assignment is due 910 and is worth 30 points the student has a one week grace period and at 300 pm on 917 3 points will automatically be deducted from the total possible points for that assignment If you tend to be consistently late with assignments this could negatively impact your final grade No assignments will be accepted after the last Friday of the semester

Attendance Transcript Conceptualization amp Critique

Progress Note Conceptualization amp Critique

Video Mid

Paper Video Final

TOTAL

8 ptsclass + 10 30 pts each 20 pts each

Total 130 pts 120 pts 100 pts 25 pts 100 pts 25 pts 500 pts

Letter Grade Percentage Points

A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298

Course Attendance Policy

Successful completion of this course requires a high level of participation Students are expected to be active and engaged in all aspects of the class including but not limited to discussions group activities and other classroom forums utilized throughout the duration of this course Students are expected to make a serious commitment to the program and to attend all scheduled class sessions Ultimately policies regarding attendancemdashincluding required assignments to make-up for missed classes and the impact of absences on course gradesmdashare left to the discretion of the faculty

This is an experiential course (structured exercises and group discussion) Class attendance is required I do keep track of attendance and I take points off when you miss I will take 2 points off for each hour and I will prorate for partial hours If you are not present you lose points Itrsquos like contract work If yoursquore not there you donrsquot get paid There is a total of 100 points for attendance (7 + 2 extra points = 100) Students who must miss class due to illness or other unforeseen circumstances are expected to at a minimum do the following 1 Notify the instructor prior to absence from class 2 Provide appropriate written documentation upon request

14

University Policies amp Safety Issues

Student Academic Integrity Policy

ldquoStudent Academic Integrity Policy This course follows the Highlands Student Academic Integrity Policy as described in the catalog New Mexico Highlands University students are expected to maintain integrity through honesty and responsibility in all their academic work Examples of academic dishonesty include Plagiarism Cheating Collusion Facilitation Fabrication Multiple Submissions and Falsification of Record Penalties may range from a reduced grade on an individual assignment to a failing grade in the class Students may also be flagged for major cases of academic dishonesty and multiple flaggings of academic dishonesty may result in suspension (2 flags) or expulsion (3 flags) For additional information and more detailed definitions of academic dishonesty please see the Student Academic Integrity Policy in the catalog andor the Student Handbookrdquo

Center for Advocacy Resources Education amp Support (HU-CARES) Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race national origin etc If you or someone you know has been harassed or assaulted you are encouraged to contact the Center for Advocacy Resources Education amp Support (HU-CARES) located in the Student Union Building at 800 National Ave in Suite 306 If you have questions or need to speak to someone regarding a concern please call HU-CARES at 505-454-3529 or email preventviolencenmhuedu HU-CARES can support you in various ways regardless if you want to report to police or not All services are confidential student-centered and free for all NMHU students including center campuses Additional resources available to you include Student Health Center Main Campus-(Counseling) 505-454-3218 middot Campus Police 505-454-3278 middot NMHU Dean of Students 505-454-3020 middot Human Resources Title IX Officer 505-426-2240 middot NM Crisis amp Access Line (Professional Counselors available 247) 1-855-662-7474 Center students are encouraged to contact HU-CARES for resources near the center campuses

Disabilities Accommodations (ADA Policy) NOTE ldquoIn accordance with federal law it is university policy to comply with the Americans With Disabilities Act (ADA) If you believe that you have a physical learning or psychological disability that requires an academic accommodation contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252 via e-mail at desquibelnmhuedu or visit the Felix Martinez Building Room 111 on the Las Vegas campus If you need the document upon which this notice appears in an alternative format you may also contact the Coordinator of Accessibility Servicerdquo David Esquibel Student AdvisorCoordinator of Testing and Accessibility Services

NMHU Inclement Hotline 505-426-2297 1-866-231-2366 wwwnmhuedu

School of Education Policies

Chalk amp Wire The Counseling Department does not use Chalk and Wire for admissions and is not currently requiring assignments to

be uploaded to this system

Chalk amp Wire help manual httpchalkandwirecomhelpePortfolioGuideDefault_lefthtm

For help contact chalkandwirehelpnmhuedu

Standards Specific to this Course

NMCTPB B Social and cultural foundations A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of issues and trends with multicultural and diverse populations Essential components include the following

15

NMCTPB B3 individual family and group strategies with diverse populations

NMCTPB C Helping relationships A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of counseling and consultation processes Essential components include the following

NMCTPB C1 counseling and consultation theories including both individual and systems perspectives

NMCTPB C2 counselor or consultant characteristics and behaviors that influence helping processes including age gender and ethnic differences and personal characteristics

NMCTPB C3 client or consultee characteristics and behaviors that influence helping processes including ate gender and ethnic differences verbal and nonverbal behaviors and personal characteristics traits capabilities and live circumstances

NMCTPB H Professional orientation A minimum of 3 semester hours 4 quarter hours of graduate coursework in studies that provide an understanding of all aspects of professional functioning including history roles organizational structures ethics standards and credentialing Essential components include the following

NMCTPB H4 ethical standards of the American counseling association and related entities ethical and legal issues and their applications to various professional activities

PED School E The counselor will provide individual and group counseling by

PED School E2 using appropriate interventions in situations detrimental to the physical mental educational and emotional well-being of the individual

PED School E3 providing support to individuals by addressing topics such as interpersonal relations communication decision-making problem-solving skills academic programs and career and life planning

PED School E4 making referrals to school and community resources when necessary

PED School F The counselor will uphold the standards of the counseling profession by

PED School F1 meeting the state competency standard and the requirements for preparation

PED School F4 following the legal and ethical standards of the counseling profession

PED School F5 realizing personal and professional limitations

PED School G The counselor will understand the cultural context of relationships issues and trends in a multicultural and diverse society related to such factors as culture ethnicity nationality age gender sexual orientation mental and physical characteristics education family values religious and spiritual beliefs and socioeconomic status and unique characteristics of individuals couples families ethnic groups and communities

CORE Rehab C2 SOCIAL AND CULTURAL DIVERSITY Family development and dynamics Psychological dynamics related to self-identity self-advocacy competency adjustment and attitude formation Sociological dynamics related to self-identity self-advocacy competency adjustment and attitude formation Multicultural awareness and implications for ethical practice Diversity issues including cultural disability gender sexual orientation and aging issues Current issues and trends in a diverse society Personal professional development strategies for self-monitoring Outcomes as demonstrated by the ability to

CORE Rehab C25 understand individualsrsquo cultural gender sexual orientation aging and disability differences and integrate this knowledge into practice

CORE Rehab C28 develop strategies for self-awareness and self-development that will support sensitivity to diversity issues

CORE Rehab C29 articulate an understanding of the role of ethnicracial and other diversity characteristics such as spiritually and religion age gender sexual orientation and socio-economic status in groups family and society

CORE Rehab C5 COUNSELING AND CONSULTATION Counseling and personality theory Mental health counseling Interviewing and counseling skill development Theories and models for consultation Assistive technologies Vocational consultation Supervision theories

16

models and techniques Consumer empowerment and rights Boundaries of confidentiality Ethics in the counseling relationship Multicultural issues in counseling Gender issues in counseling Conflict resolution strategies Computer-based counseling tools Internet resources for rehabilitation counseling Outcomes as demonstrated by the ability to

CORE Rehab C51 conduct individual counseling sessions with consumers

CORE Rehab C52 develop and maintain a counseling relationship with consumers

CORE Rehab C53 establish in collaboration with the consumer individual counseling goals and objectives

CORE Rehab C55 facilitate the consumerrsquos decision-making and personal responsibility in a manner consistent with the individualrsquos culture and beliefs

CORE Rehab C56 recommend strategies to assist the consumer in solving identified problems that may impede the rehabilitation process

CORE Rehab C59 assist the consumer in developing acceptable work behavior

CORE Rehab C510 adjust counseling approaches or styles to meet the needs of individual consumers

CORE Rehab C511 terminate counseling relationships with consumers in a manner that enhances their ability to function independently

CORE Rehab C512 recognize consumers who demonstrate psychological problems (eg depression suicidal ideation) and refer when appropriate

CORE Rehab C514 assist consumers in modifying their lifestyles to accommodate individual functional limitations and

CORE Rehab C515 assist consumers to successfully deal with situations involving conflict resolution and behavior management

CACREP CORE 5 HELPING RELATIONSHIPSmdashstudies that provide an understanding of the counseling process in a multicultural society including all of the following

CACREP CORE 5a an orientation to wellness and prevention as desired counseling goals

CACREP CORE 5b counselor characteristics and behaviors that influence helping processes

CACREP CORE 5c essential interviewing and counseling skills

CACREP CORE 5d counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling

CACREP CMHC B FOUNDATIONS - Skills and Practices

CACREP CMHC B1 Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling

CACREP CMHC C COUNSELING PREVENTION AND INTERVENTION - Knowledge

CACREP CMHC C7 Knows the principles models and documentation formats of biopsychosocial case conceptualization and treatment planning

CACREP CMHC D COUNSELING PREVENTION AND INTERVENTION - Skills and Practices

CACREP CMHC D1 Uses the principles and practices of diagnosis treatment referral and prevention of mental and emotional disorders to initiate maintain and terminate counseling

CACREP CMHC D2 Applies multicultural competencies to clinical mental health counseling involving case conceptualization diagnosis treatment referral and prevention of mental and emotional disorders

CACREP CMHC D3 Promotes optimal human development wellness and mental health through prevention education and advocacy activities

17

CACREP CMHC D4 Applies effective strategies to promote client understanding of and access to a variety of

community resources

CACREP CMHC D5 Demonstrates appropriate use of culturally responsive individual couple family group and systems modalities for initiating maintaining and terminating counseling

CACREP CMHC D7 Applies current record-keeping standards related to clinical mental health counseling

CACREP CMHC D9 Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate

CACREP CMHC F DIVERSITY AND ADVOCACY - Skills and Practices

CACREP CMHC F3 Demonstrates the ability to modify counseling systems theories techniques and interventions to make them culturally appropriate for diverse populations

CACREP SC A FOUNDATIONS - Knowledge

CACREP SC A6 Understands the effects of (a) atypical growth and development (b) health and wellness (c) language (d) ability level (e) multicultural issues and (f) factors of resiliency on student learning and development

CACREP SC B FOUNDATIONS - Skills and Practices

CACREP SC B1 Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling

CACREP SC B2 Demonstrates the ability to articulate model and advocate for an appropriate school counselor identity and program

CACREP SC D COUNSELING PREVENTION AND INTERVENTION - Skills and Practices

CACREP SC D1 Demonstrates self-awareness sensitivity to others and the skills needed to relate to diverse individuals groups and classrooms

CACREP SC D5 Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate

2

Supplemental Materials amp Supplies

Instructor Handout and Online Materials

Audio recording equipment You might want to invest in a transcription program

Course Objectives The objectives for this course correspond with

School of Education Themes (SOE) Diversity (D) Reflective Practitioner (RP) Culturally Inclusive (CI) Authentic Settings (AS)

Practice (Pra) Knowledge (K) Professionalism (Pro) Leadership (L)

NM Counseling and Therapy Practice Board ndash Mental Health Clinical Core Curriculum (NMAC Chpt 27) httpwwwnmcprstatenmusnmacpartstitle16160270009htm

NM Public Education Department ndash Licensure for School Counselors Pre-K-12 (NMAC Chpt 63) httpwwwnmcprstatenmusnmacpartstitle06060630006htm

NM Public Education Department ndash Licensure for Rehabilitation Counselors Pre-K-12 (NMAC Chpt 63) httpwwwnmcprstatenmusnmacpartstitle06060630011htm

Council on Rehabilitation Education CORE Accreditation Standards httpwwwcore-rehaborgStandardshtml

North Central AssociationHigher Learning Commission Student Traits (NCA)

1 Mastery of content knowledge and skills 2 Effective communication skills 3 Critical and reflective thinking skills 4 Effective use of technology

This is the pivotal course in the Counseling Program The students learn the fundamental counseling skills that will serve as the basis for all future skills and techniques that may be learned Of all the courses in the Counseling Program this is the most essential to master Thus students are held to strict standards

Schedule

Date Topic Reading Due Assignment Due

818 Introductions Your Theoretical Orientation

Dev Your Theoretical Orientation Chapts 1-2

825 Your Theoretical Orientation Writing a Critique Attending Behavior (CHPT 2)


Counseling Dispositions Inventory

901 Your Theoretical Orientation Writing a Progress Note Questioning (CHPT 3)


FIRST PRACTICE SESSION

908 Reflecting Content (CHPT 4) Essential Interviewing Chpt 4 Transcription 1 Conceptualization amp Critique (3 pts deducted if after 7 day grace period See Late Work Policy on page 13)

915 Reflecting Feeling (CHPT 5) Essential Interviewing Chpt 5 Progress Note 1 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

922 Integrating Listening amp Exploration Skills (CHPT 6)


929 Midterm Video Attending Behavior Questioning Reflecting Content (paraphrasing) Reflecting Feeling Summarizing

Video Tape (Midterm) Progress Note 2 Conceptualization amp Critique (2 pts deducted if after 7 day grace period See Late Work Policy on page 13)

1006 View amp Feedback Midterm Video

Theory Paper (10 pts deducted if after 7 day grace period See Late Work Policy on page 13)

3















NM

CTP

B

NM

PED

ndash

Sch

oo

l Co

un

selin

g

NM

PED

ndash

Vo

c R

eh

ab

CO

RE

-

Vo

c R

eh

ab

CA

CR

EP


C(1) A5 C27 Core 5d




SC A6





paraphrasing

B(3) E2 C5(1 2 10 11))


F3

4



C3 C2(1 5 8 9)

C5(3 5 6 9 14)

Core 5a CMHC D1 2


E3 C5(5 9 15)


H(4) F1 F4

K C1(1 2 4 7 8)

CMHC B1

CMHC D7

SC B1


E4 F5

C512 CMHC D9

SC D5

ASSIGNMENT Outcome



1 ndash 8 Practice

Knowledge

Professionalism




Knowledge

Professionalism



1 3 4 6 7 Diversity




1 3 4 6 7 Diversity


Knowledge







Professionalism



5














MIDDLE FIVE MINUTES



LAST FIVE MINUTES






6










7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














3















NM

CTP

B

NM

PED

ndash

Sch

oo

l Co

un

selin

g

NM

PED

ndash

Vo

c R

eh

ab

CO

RE

-

Vo

c R

eh

ab

CA

CR

EP


C(1) A5 C27 Core 5d




SC A6





paraphrasing

B(3) E2 C5(1 2 10 11))


F3

4



C3 C2(1 5 8 9)

C5(3 5 6 9 14)

Core 5a CMHC D1 2


E3 C5(5 9 15)


H(4) F1 F4

K C1(1 2 4 7 8)

CMHC B1

CMHC D7

SC B1


E4 F5

C512 CMHC D9

SC D5

ASSIGNMENT Outcome



1 ndash 8 Practice

Knowledge

Professionalism




Knowledge

Professionalism



1 3 4 6 7 Diversity




1 3 4 6 7 Diversity


Knowledge







Professionalism



5














MIDDLE FIVE MINUTES



LAST FIVE MINUTES






6










7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














4



C3 C2(1 5 8 9)

C5(3 5 6 9 14)

Core 5a CMHC D1 2


E3 C5(5 9 15)


H(4) F1 F4

K C1(1 2 4 7 8)

CMHC B1

CMHC D7

SC B1


E4 F5

C512 CMHC D9

SC D5

ASSIGNMENT Outcome



1 ndash 8 Practice

Knowledge

Professionalism




Knowledge

Professionalism



1 3 4 6 7 Diversity




1 3 4 6 7 Diversity


Knowledge







Professionalism



5














MIDDLE FIVE MINUTES



LAST FIVE MINUTES






6










7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














5














MIDDLE FIVE MINUTES



LAST FIVE MINUTES






6










7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














6










7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














7










8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














8


systems)







Dis

tin

guis

he

d (

4)

Pro

fici

en

t (3

)

Ap

pre

nti

ce (

2)

No

vice

(1

)




Open-Mindedness









Competence








9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














9










CATEGORY 4 (100) 3 (90) 2 (80) 1 (50)


10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














10


































11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














11


























INTAKE




12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














12





6 Recent stressors



9 Desired results



13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














13







Video Mid

Paper Video Final

TOTAL




A 90-100 448-500

B 80-89 398-447

C 70-79 348-397

D 60-69 298-347

F lt60 lt298




14














15






















16


























17


community resources














14














15






















16


























17


community resources














15






















16


























17


community resources














16


























17


community resources














17


community resources














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