Download New CEFS 505 Counseling Techniques and Helping Relationship 16 wk
Course Description
This is a competency-based course with an experiential emphasis. The student is required to demonstrate proficiency in counseling concepts and techniques that align with a variety of theoretical approaches which are all fundamental to understanding and modeling a therapeutic counseling relationship. These basic skills will be practiced and applied.
Prerequisites
CEFS 500 and CEFS 501
Rationale
Students must have curricular experiences and demonstrate their knowledge in helping relationships. The ability to synthesize and apply an understanding of the theories and techniques to one’s personal and professional life is critical in counselor development. This course is designed to provide students with an understanding of the basic knowledge, communication skills, and values necessary to invite others to share their life stories and experiences, explore blocks to change, and engage in a reflective decision-making process to implement strategies for change. This course also encourages self-awareness and self-exploration so that students can gain an understanding of how their personal experiences, preferences, feelings, values, and worldview influences their practice as a counselor. Such insights cultivate personal, professional, and spiritual growth. Students have the opportunity to practice these essential counseling skills and experience the counseling process in a safe, controlled environment over the semester. As Christians, this course helps students develop skills to effectively navigate their Christian world view while working with clients of different values and beliefs systems.
Method of Instruction: This 16-week course is delivered in an online and intensive format, with Blackboard® as the primary instructional delivery method. Students complete one module per week throughout the course.
Measurable Learning Outcomes
Common Core Courses Matrix of Student Competencies
| F1. Professional Counseling Orientation And Ethical Practice | |
| CACREP Standard | Course/Experience – Evidence |
| F.1.c. counselors’ roles & responsibilities as members of an interdisciplinary community outreach and emergency management response teams | Assessment & Suicide Risk – Ch. 8 Quiz; Hawkins Ch. 5; Discussion Board 1: Suicide Assessment |
| F.1.d. the role and process of the professional counselor advocating on behalf of the profession | Understanding the Helping Profession – Young Ch. 1 Quiz; Hawkins Ch. 2; Hawkins Ch. 16 |
| F.1.e. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients | Skills for helping those with differences – Young Ch. 12 Quiz |
| F.1.k. strategies for personal and professional self-evaluation and implications for practice | Skills Observation Evaluations, Self-Reflection Paper |
| F.1.l. self-care strategies appropriate to the counselor role | Understanding the Helping Profession – Young Ch. 1 Quiz; Hawkins Ch. 2 |
| F.2 Social and Cultural Diversity | |
| F.2.h. strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination | Skills for helping those with differences – Young Ch. 12 Quiz; Hawkins Ch. 15 |
| F.5 Counseling and Helping Relationships | |
| F.5.c. theories, models, and strategies for understanding and practicing consultation | Therapeutic Relationship – Young Ch. 2 Quiz |
| F.5.f. counselor characteristics and behaviors that influence the counseling process | Skills for Therapeutic Relationship – Young Ch. 2-7 Quizzes; Hawkins Ch. 1-2 |
| F.5.g. essential interviewing, counseling, and case conceptualization skills | Counseling techniques and strategies – Young Ch. 2 – 11 Quizzes; Hawkins Ch. 4; Discussion Board #2 Handling trauma with Attachment Theory. |
| F.5.j. evidence-based counseling strategies and techniques for prevention and intervention | Counseling techniques and strategies – Young Ch. 2 – 11 Quizzes; Hawkins Ch. 4; Discussion Board #2 Handling trauma with a theory. |
Evidence of Student Competencies: Clinical Mental Health Counseling
| CACREP Standard | Course/Experience – Evidence |
| CMHC FOUNDATIONS | |
| CMHC 1.b. theories and models related to clinical mental health counseling | Reading & Quizzes, Discussion Board, Counseling Skills Assignment |
| CMCH PRACTICE | |
| CMHC 3.b. . techniques and interventions for prevention and treatment of a broad range of mental health issues | Reading & Quizzes, Counseling Practice, Live Supervision, Discussion Board |
| CMHC 3.e. strategies to advocate for persons with mental health issues | Reading & Quizzes, Counseling Practice, Reflection Paper |
Course Assignment
Textbook readings and supplemental material
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Counseling Preparatory Work
The following documents must be completed prior to practicing counseling skills. Please complete during Module/Week 1
- Distance Learning Counseling Quiz
- Emergency Contact Information
- Informed Consent
Discussion Board Forums (2)
Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. For Discussion Board Forums (week 7 and week 11), the student will create a thread of 350–400 words. The assertions for each thread must be supported with a minimum of 1 scholarly source cited in the current APA format. In addition to the thread, the student is required to reply to 1 other classmate’s thread for each forum. Each reply must be 150–200 words with a minimum of 1 scholarly source.
Quizzes (12)
Each quiz will cover the Reading & Study material for the module/week in which it is assigned. Each quiz will be open-book/open-notes, contain 10 multiple-choice questions, and have a 20-minute time limit.
Skills Observation Form (4) and Video Submissions (4)
During your intensive week, record your sessions Monday – Thursday night. Each night you will upload your practice video and your peer observation form. Please see the information provided in BB for using MS Teams. Each night you will complete a “skills observation form” while you are the observer and email to the counselor you critiqued. The counselor will then upload the feedback sheet with their counseling video and receive the points for the assignment; this needs to be done nightly during your intensive week.
Live Supervision (2)
After your intensive week, you will need to continue to practice weekly. Your consultant will schedule 2 live supervision meeting times (approximately an hour) for your triad. These will be recorded and uploaded to Blackboard.
Submit a written transcription recording 5 interactions that you would like to redo during your session. See the template form provided. These “redos” will take place throughout your session, and you will add your preferred actions/words into the verbatim. Please view your video, complete the assignment, and submit by Sunday of week 12.
Self Reflection/Evaluation Plan
Submit a final self-evaluation and reflection after receiving your individual and live supervision feedback. Please take into account the feedback you have received up to this point and how you will address concerns and improve skills competencies going forward. Submit this assignment by Sunday of week 13.
Attendance/Participation
During class time, students are expected to be on time and attend all sessions. Only extreme emergencies will be considered as a possible exception and at faculty discretion. If this commitment cannot be up held the student may need to switch class sections. The intensive class meets Monday – Thursday 8 am to 4:30 pm and on Friday ends at 12 PM. Students are also expected to practice around an hour each night in their triads. There are also 2 live supervision meetings after the intensive week.
Triadic Practice Sessions
For full participation points (100 points), these sessions will need to occur at least 5 times in MS Teams. This is an opportunity to practice skills and improve the live supervision session. You may choose to record your sessions for self-review; however, these sessions will not be loaded into Blackboard.
Final Skills Competency Scale (SCS)
Faculty/consultants will complete a competency scale at the end of the course, which will be used to calculate overall participation points (150 total). If basic skills are not met with an 80% pass, then the student will need to discuss a remediation plan with their lead professor.
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