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EVANGEL UNIVERSITY
HELPING RELATIONSHIP THEORIES AND SKILLS
SYLLABUS
PSYC/SWK 333
Fall 2008
Tues./Thurs. 11:00am -12:15pm
Jean Orr, Psy.D.
Ext. 8617
833-1023
orrj@evangel.edu
COURSE DESCRIPTION
This course is designed to expose students to core communication skills
essential to helping relationships. Students are presented with basic listening and
action-oriented skills within the context of professional values and a
multidisciplinary theory base, including issues related to working with diverse
populations. Emphasis is upon experiential role-playing and practice in
non-verbal expression, active listening, exploration, constructive confrontation,
conflict resolution, and other interviewing/helping skills essential to a professional
helper. Prerequisite: Upper division standing.
OBJECTIVES
Upon successful completion of the course, the student should be able to:
1. Understand the helping process from an empowerment and strengths-based
perspective.
2. Develop self-awareness and understand how it impacts the helping process.
3. Demonstrate the ability to apply foundational skills in building trust and
respect in helping relationships.
4. Demonstrate micro skills appropriate to helping relationships such as
attending, listening, observation, identifying and reflecting feeling and content,
summarizing, confrontation, focusing, probing, reframing, and appropriate use
of self-disclosure.
5. Demonstrate awareness of how ethnicity, diversity, and culture impact
communication styles and relationship development.
6. Develop skills supported by knowledge and guided by values to appropriately
interact and engage in the helping process with diverse populations (e.g.,
populations defined by age, race, ethnicity, gender, sexual orientation,
physical and intellectual disabilities, social class, etc.).
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7. Understand the professional values that under gird the helping process.
8. Integrate personal, professional and Christian values in the helping process.
9. Understand and apply the various theories from which helping skills have
developed.
REQUIRED READINGS
Ivey, A. E., & Ivey, M. B. (2007). Intentional interviewing and counseling:
Facilitating client development in a multicultural society (6th ed.). Pacific
Grove, California: Thomson Brooks/Cole.
Stevens, R. P. (1999). Calling in a post-vocational age. In R. P. Stevens, The
other six days (pp. 71-105). Grand Rapids, MI: William B. Eerdmans
Publishing Company. (chapter on reserve in the library)
METHODOLOGY
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Lecture to discuss skills, and educate on theories
Extensive “lab” type role plays in and out of class
Videotaped examples of skills
Videotaping of students 2 times throughout the semester to demonstrate
skills learned
Class discussion
Group activities
COURSE REQUIREMENTS
Attendance:
Due to the nature the course, material including lecture, videotapes, role-plays
and group activities, it is imperative students attend each class. Missing class
equals missing valuable information that may not be available in the text, yet will
reappear on the test. Therefore, attendance will be noted and may affect grades,
as borderline grades will be determined by participation and attendance.
Attendance will be taken in the first five minutes of class. After a total of 7
absences, students will be dropped from the class. It is students’ responsibility to
withdraw from class by the University deadline in order to avoid a failing grade.
Please note, “excused absences” will count toward total absences allowed.
Plagiarism and Cheating:
Plagiarism and cheating are against God’s, the University’s, and this instructor’s
policies. Any discovery of such will result in a failing grade for the particular
assignment, test or paper, and the possibility of failing the course. Students will
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be reported to the department chair and the administration should this occur.
Class Behavior:
As assumed with any college course, students are required to be respectful at all
times of the instructor, their peers, and guest speakers. Specifically, talking in
class outside of class discussion and questions is distracting and not accepted.
When watching videos or skill demonstrations students must refrain from talking
or other distracting behavior. Should disrespect become a problem at any time
during the semester, the instructor reserves the right to ask the student in
question to leave the class for that class period.
Personal Technology:
While it is common practice to carry cell phones and pagers to all activities, these
devices are extremely distracting and disruptive to a classroom setting. All
electronic devices must be turned off when entering class. Should a student
need to keep it on for an emergency situation, it must be turned to a silent mode
and monitored in that fashion. It is never appropriate to answer a phone while
still in the room. Should this become an issue, the student will be asked to leave
the class for that class period. Cell phones will not be allowed in the classroom
on exam days.
Exams:
There will be 4 exams throughout the semester, each worth 50 points. All
exams will be a combination of objective questions in the form of multiple choice,
and short answer, and will be derived from readings, lectures, video clips, role
plays and any other information presented in class. Missing an exam may only
be done in an emergency and with prior approval from the instructor. Failure to
obtain this approval may result in a zero for that test. If approval is granted, the
test must be made up within one class period of the original test date.
Late Assignment Policy:
It is expected that all assignments and papers will be handed in on the assigned
dates at the beginning of the class period. Late papers will not be accepted
unless there is an emergency and prior approval is obtained from the instructor.
If students receive authorization to turn in late papers, 10% will be deducted/per
day late.
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Assignments:

Client Description Exercise (5 points)- Due 9/4

Code of Ethics Exercise (10 points)- Due 9/9

Reaction Paper (10 points)- Due 9/11

Self Awareness Paper (20 points)- Due 9/18

Role Play # 1 (Attending) (10 points)- Due 9/23
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Role Play # 2 (Questions) (10 points)- Due 10/7

Role Play # 3 (Reflecting Feelings) (10 points)- Due 10/16

Role Play # 4 (Reflecting Content) (10 points)- Due 10/23
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Role Play # 5 (Summarizing) (10 points)- Due 10/28

Role Play #6 (Confrontation) (10 points) – Due 11/13
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Videotaped Session # 1 (30 points)-Videotaping to be scheduled Thurs.
10/23 through Wed. 10/29 (excluding weekend) during business
hours. Due Thurs. 10/30.
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Videotaped Session # 2 (50 points)-Videotaping to be scheduled Tues.
12/2 through Mon. 12/8 (excluding weekend) during business hours.
Due Tues. 12/9.
Paper Format:
All papers must be typed and double-spaced. Top and bottom margins will be
set at 1 inch, and left and right set at 1.25 (standard on most word processing
programs), and font of Arial 12pt. Grammar and spelling will be noted.
Excessively short or long papers will result in a loss of points. All assignments
must be in APA format. Tutoring is available in APA style of writing if necessary
from the Write Place.
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Evaluation:
The final course grade will be determined based on the combined scores on all
assignments, papers, exams, and videotapes. Attendance and class
participation will be considered in cases of borderline grades. Grades will be
determined by dividing the total number of points earned by the total possible
number of points.
A
AB+
B
BC+
C
CD+
D
DF
= 93-100%
= 90-92%
= 87-89%
= 83-86%
= 80-82%
= 77-79%
= 73-76%
= 70-72%
= 67-69%
= 63-66%
= 60-62%
= 59% and below
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TENTATIVE COURSE SCHEDULE
This schedule is tentative and subject to change. You will be notified of any
changes.
DATES
READINGS/ASSIGNMENTS
8/28
Topic: Introduction to Course/Syllabus
Reading: Preface
9/2
Topic: Introduction to Helping Skills
Reading: Ch. 1
9/4, 9/9
Topic: Ethics, HIPAA, Multicultural Competence
Reading: Ch. 2
Assignment Due 9/4: Client Description Exercise
Assignment Due 9/9: Code of Ethics Exercise
9/11
Topic: Called to Help
Reading: “Calling in a Post-vocational Age”
Assignment Due 9/11: Reaction Paper
9/16
Exam I: Preface, Ch. 1 & 2, “Calling in a Postvocational Age”
9/18
Topic: Attending Behavior
Reading: Ch. 3
Assignment Due 9/18: Self-Awareness Paper
9/23, 9/25
Topic: Observation Skills
Reading: Ch. 5
Assignment Due 9/23: Role Play # 1 (Attending)
9/30, 10/2
Topic: Questions
Reading: Ch. 4
10/7, 10/9
Topic: Reflecting Feelings
Reading: Ch. 7
Assignment Due 10/7: Role Play #2 (Questions)
10/14
Exam II: Ch. 3, 4, 5, 7
10/16
Topic: Reflecting Content; Paraphrasing
Reading: Ch. 6
Assignment Due 10/16: Role Play #3 (Reflecting
Feelings)
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10/21
FALL BREAK – NO CLASS
10/23
Topic: Summarizing
Reading: Ch. 6
Assignment Due 10/23: Role Play #4 (Reflecting
Content)
10/28
Topic: Integrating Listening Skills
Reading: Ch. 8
Assignment Due 10/28: Role Play #5
(Summarizing)
10/30
Topic: Review of Videotapes by Clinicians
Assignment Due 10/30: Videotaped Session #1
11/4, 11/6
Topic: Confrontation
Reading: Ch.9
11/11
Exam II: Ch. 6, 8, 9
11/13, 11/18
Topic: Focusing the Interview
Reading: Ch. 10
Assignment Due 11/13: Role Play #6
(Confrontation)
11/20, 11/25
Topic: Meaning
Reading: Ch. 11
11/27
12/2, 12/4
THANKSGIVING BREAK – NO CLASS
Topic: Influencing Skills
Reading: Ch. 12
12/9
Topic: Review Videotapes by Clinicians
Assignment Due 12/11: Videotaped Session #2
12/11
STUDY DAY – NO CLASS
12/16
Tuesday
10:00am
Exam III: Ch. 10, 11, 12
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HELPING RELATIONSHIP THEORIES AND SKILLS
ASSIGNMENT: CLIENT DESCRIPTION
DUE: 9/4
5 points possible
During this course, you will be conducting multiple role-plays with peers. For
efficiency and to provide consistency, you will develop a “client profile”. Using
the following guidelines, create the client that you will portray throughout the
semester. You may not play yourself. Use these headings for your paper and
respond to 1 through 8.
1.
2.
3.
4.
5.
6.
7.
8.
Keep your Name
Keep you Gender
Age
Educational Level
Race/Ethnic Background
Immediate Family Structure (provide some detail here)
Socioeconomic Status
Presenting Problems; describe in some detail
a. Financial Problems
b. Housing Problems
c. Academic/Educational Problems
d. Occupational Problems
e. Relationship Problems
f. Substance Abuse/Dependence
g. Lack of Parenting Skills
h. Medical Condition/Pain
i. Discrimination
j. Legal Problems
k. Disability
l. Psychological Disorder (a variety exist; use more common one like
adjustment disorder, depression, anxiety; nothing extreme like
schizophrenia or DID)
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HELPING RELATIONSHIP THEORIES AND SKILLS
ASSIGNMENT: CODE OF ETHICS
DUE: 9/9
10 points possible
In order to be an effective practitioner, one must practice with ethics. Most of the
formalized helping professions have developed their own unique Ethical Codes.
Select the Ethical Code most closely related to your career choice and read
through it. Options include:
1. American Counseling Association (ACA)
2. American Association of Marriage and Family Therapy (AAMFT)
3. American Psychological Association (APA)
4. National Association of Social Workers (NASW)
5. American Association of Christian Counseling (AACC)
Some of various web sites are located on page 36 in your textbook. The Codes
will be on reserve in the Behavioral Sciences Department to check out and read
there.
After reading the Code, type a 2-page paper to include:
1. Title page (APA style)
2. Code chosen and how it is relevant to you
3. Identify and discuss three ethical behaviors with which you identify
4 Discuss one part of the Code that you didn’t agree with or believed was
lacking in some way
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HELPING RELATIONSHIP THEORIES AND SKILLS
ASSIGNMENT: REACTION PAPER: CALLING IN A POSTCONVENTIONAL
AGE
DUE: 9/11
10 points possible
1. APA title page
2. Two pages of reaction to this reading. Do not summarize the material, but
respond to it. What did you like? Dislike? What made sense to you? What
did not make sense? How helpful was this reading to you? How does it fit
with your Christian world view?
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HELPING RELATIONSHIP THEORIES AND SKILLS
ASSIGNMENT: SELF-AWARENESS PAPER
DUE: 9/18
20 points possible
Without self-awareness practitioners can harm clients, harm themselves, and be
ineffective. This assignment will help you to explore issues relevant to selfawareness. Complete a typed 3 – 4 page paper (not counting title page) that
answers the following questions (please use each question as a heading):
1. What is the purpose and process of the helping relationship?
2. What makes you think that you can help anybody? What strengths
and abilities make you effective in working with other people?
3. How have your family experiences and the way you were raised
affected your approach to working with people?
4. What values or prejudices/biases do you hold that might affect work
with clients?
5. What client population(s) will prove most difficult for you to work
with (other races, cultures, sexual orientation, faiths, etc.)?
6. How will your Christian faith enhance and at times hinder work with
clients?
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HELPING RELATIONSHIP THEORIES AND SKILLS
ASSIGNMENT: 6 ROLE PLAYS
DUE: SEE SYLLABUS
10 points possible per role play
In order to become competent in helping skills, one must practice them.
Therefore you will meet in groups of 4 people to conduct role plays utilizing the
skills learned in class. When meeting for the role plays, complete the following
requirements:
1. Each person takes a turn as helper, client, and observer (15-20
minutes each)
2. Role play scenarios are determined by the client profile developed in
the beginning of the semester
3. While in the role as helper, focus on the specific skills identified for that
role play, yet still incorporating the previous skills learned in class
4. Role plays should be conducted with the same individuals each time
and the problem(s) should be on-going for all sessions (similar to a real
practice setting where a client returns several times)
5. After the role play, the client and observer(s) provide the helper with
verbal and written feedback (using forms provided). Remember to
utilize the information on the form, “Giving Feedback to Self and
Others” (you’ll get this form in class).
In order to receive full credit, each student must turn in the Helping Skills
Checklist forms for each skill of focus. An example for attending skills is
provided.
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HELPING SKILLS
ATTENDING=10 POINTS
Fall 2008
Orr
Name of Student:__________________________________________________
Name of Clinician Providing Feedback:_________________________________
Rating Scale:
1 point = poor, needs significant improvement
2 points = weak, needs improvement
3 points = average, minimally acceptable (this is where most of you will be)
4 points = good, acceptable
5 points = excellent
Attending Skills (5 points possible):
Relaxed posture
Body positioned toward other/leaning forward
Absence of distractive behaviors (fidgeting, yawning,
gazing out window, looking at watch)
Appropriate gestures
Warmth and concern reflected in facial expressions
Appropriately varied and animated facial expressions
Moderate tempo of speech
Warmth and concern reflected in tone and voice
Voice clearly audible/ not too loud or soft
Direct eye contact but not staring
Conveying acceptance/Nonjudgmental attitude
Conveying genuineness
Conveying empathy
1
2
3
4
5
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Used Client’s Name 2 times (2 points possible):
1
2
Use of Supportive Sounds/Encouragers (uh-huh,
mm-hmm, I see, ah, etc.) (5 points possible):
1
2
3
4
5
Comments_______________________________________________________
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HELPING SKILLS
VIDEOTAPE REVIEW = 30 POINTS
Fall 2008
Orr
Name of Student:__________________________________________________
Name of Clinician Providing Feedback:_________________________________
Rating Scale:
1 point = poor, needs significant improvement
2 points = weak, needs improvement
3 points = average, minimally acceptable
4 points = good, acceptable
5 points = excellent
2 points if used client’s name 2 times
1 point if student clinician is clearly visible on videotape
2 points if audio is loud enough on videotape
Attending Skills (5 points possible):
Relaxed posture
Body positioned toward other/leaning forward
Absence of distractive behaviors (fidgeting, yawning,
gazing out window, looking at watch)
Appropriate gestures
Warmth and concern reflected in facial expressions
Appropriately varied and animated facial expressions
Moderate tempo of speech
Warmth and concern reflected in tone and voice
Voice clearly audible/ not too loud or soft
Direct eye contact but not staring
Conveying acceptance/Nonjudgmental attitude
1
2
3
4
5
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Conveying genuineness
Conveying empathy
Used Client’s Name 2 times (2 points possible):
1
2
Use of Supportive Sounds/Encouragers (uh-huh,
mm-hmm, I see, ah, etc.) (5 points possible):
1
2
3
4
5
Questioning Skills (5 points possible):
1
2
3
4
5
Reflection of Feelings (5 points possible):
1
2
3
4
5
Reflection of Content (5 points possible):
1
2
3
4
5
Student clinician is clearly visible (1 point poss)
1
Audio is loud enough (2 points poss)
1
Began session with open question
Used closed questions
Used open questions
Used more open than closed questions
2
Total Points (30 points possible)
Comments_______________________________________________________
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HELPING SKILLS
VIDEOTAPE REVIEW = 50 POINTS
Fall 2008
Orr
Name of Student:__________________________________________________
Name of Clinician Providing Feedback:_________________________________
Rating Scale:
1-2 points = poor, needs significant improvement
3 points = weak, needs improvement
4 points = average, minimally acceptable
5 points = good, acceptable
6-7 points = excellent
4 points if used client’s name 2 times
1 point if student clinician is clearly visible on videotape
2 points if audio is loud enough on videotape
Attending Skills (7 points total):
Relaxed posture
Body positioned toward other/leaning forward
Absence of distractive behaviors (fidgeting,
yawning, gazing out window, looking at watch)
Appropriate gestures
Warmth and concern reflected in facial expressions
Appropriately varied and animated facial
expressions
Moderate tempo of speech
Warmth and concern reflected in tone and voice
Voice clearly audible/ not too loud or soft
Direct eye contact but not staring
1…… ……. ……. ……7
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Conveying acceptance/Nonjudgmental attitude
Conveying genuineness
Conveying empathy
Used Client’s Name 2 times for 4 points (5
points if used 3x):
1
2
3
4
5
Used Appropriate Head Nods (5 points total)
1
2
3
4
5
Use of Supportive Sounds/Encouragers (uhhuh, mm-hmm, I see, ah, etc.) (5 points total):
1
2
3
4
5
Questioning Skills (7 points total):
1……………………………7
Began session with open question
Used appropriate closed questions
Used appropriate open questions
Used more open than closed questions
Reflection of Feelings (use 2x) (7 points total):
1……………………………7
Reflection of Content (use 2x) (7 points total):
1……………………………7
Summarization (use 1x) (7 points total)
1……………………………7
Student clinician is clearly visible (may
subtract points)
Audio is loud enough (may subtract points)
May add up to 5 extra credit points for any
additional skills that student displayed
1
2
3
4
5
Total Points (50 points total (55 with extra)
Comments_______________________________________________________
________________________________________________________________
________________________________________________________________