EVANGEL
UNIVERSITY
SPRINGFIELD MISSOURI
HELPING RELATIONSHIPS THEORIES & SKILLS
IN HUMAN SERVICES
SWKA 333
BACHELOR OF SCIENCE IN HUMAN SERVICES
EVANGEL UNIVERSITY
Degree CompletionSWKA 333-Helping Relationships Theories and skills
Professor: Donna Washburn, MSW, LCSW
E-mail:
Phone: 865-2815 ex. 8620
Office: AB II-303J
Welcome to the Helping Relationships Theories & Skills in Human Services class! I am
very excited about the next 5 weeks we are about to embark on together. This class
should put practical application to the theories and values you have learned to date in this
degree program. I encourage you to embrace the activities and role-plays that we
conduct during our time together. Through this hands on learning you will truly see your
skills as a human service professional advance and grow. Please feel free to call me or email me with any questions or comments you may have.
COURSE DESCRIPTION:
A course 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 skills essential to a professional helper. Prerequisite: Upper
division standing.
REQUIRED TEXT:
Ivey, A.E., & Ivey, M.B. (2003). Intentional Interviewing and Counseling: Facilitating Client
Development in a Multicultural Society, 5th ed. California: Brooks/Cole.
COURSE OBJECTIVES:
The following performance objectives are provided to serve as focus for learning in the
Helping Relationships Theories and Skills. Please review these objectives prior to
working on assignments and attending class sessions.
Prior to and during session one, learners will:
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Identify appropriate professions and degrees associated with interviewing and the use of
helping skills
Understand the helping process from an empowerment and strengths-based perspective.
Develop self-awareness and understand how it impacts the helping process.
Understand the professional values that under gird the helping process.
Demonstrate the ability to apply foundational skills in building trust and respect in
helping relationships.
Learn and utilize micro skills such as attending, listening, and use of observation
Prior to and during session two, learners will:
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Learn and utilize additional micro skills such as: appropriate questioning, encouraging,
paraphrasing, summarizing, and reflecting feeling.
Integrate personal, professional and Christian values in the helping process.
Develop awareness of how ethnicity and culture impact communication styles and
relationship development.
Prior to and during session three, learners will:
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Identify and apply the five stages of an effective helping interview
Learn and utilize the micro skill of confrontation with clients in a non-judgmental manor
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Understand and utilize the skills of genogram construction with clients
Prior to and during session four, learners will:
 Learn and utilize micro skills such as: focusing, directing, reframing, and appropriate use
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of self-disclosure
Evaluate and resolve practical issues when working with clients such as boundaries,
burn-out and ethical behaviors
Prior to and during session five, learners will:
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Integrate previous class and text knowledge and be 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, clients, etc.)
Discuss and analyze their own preference and personal style of helping skills and
techniques which have been presented
Understand and apply the various theories from which helping skills have developed
METHODS OF THE COURSE:
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Lecture to discuss skills, and educate on theories
Extensive “lab” type role plays with instructor and students
Videotaped examples of skills
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Class discussion
Group activities
ASSIGNMENTS:
The assignments in this course are designed to help students take the information learned
from the text and class, and apply it to interviewing situations with other individuals.
This outside practice of skills is essential in the student’s mastery of helping techniques.
All assignments are due at the beginning of each class, and late assignments will receive
a 10-percentage reduction in grade each day it is late.
All assignments must be typed and use the following guidelines: 12-point font, 1 inch
margins, double spaced and grammatically correct. Additionally, all assignments must be
composed in APA format.
Role Play AssignmentsEach week students will be required to practice their micro interviewing skills in a roleplay with an individual of their choosing. Role-plays must be completed prior to each
class. In addition to the role-play experience, students will turn in a 1-4 page “skills
note” each week describing the activity, and identifying the skills utilized. Complete
requirements of these role-plays can be found in the “Assignment Details” section of this
syllabus. In order to receive credit, both the role play and the progress note must be
completed.
Instructor and Text Book ActivitiesEach week students may be required to write short papers or complete activities found at
the end of various text chapter. Specifics of these assignments can be found in the
“Assignment Details” section of this syllabus. When completing textbook activities,
students must follow all of the directions given for the exercise. All of these papers and
activities must be typed and follow all formats required for written work.
TestsThere will be four tests throughout this course each occurring at the end of the class,
beginning week 2 and continuing through week 5. Tests will be objective in nature with
some short answer, and will primarily cover information gained through the text readings.
POLICIES
Attendance/ParticipationDue to the accelerated nature of this program, attendance each and every week is
essential. For this reason, students will receive points each week of class for attendance
and participation. Simply showing up for class and breathing for four hours will not
ensure full points to be awarded. Students must demonstrate participation and class
preparation by engaging in critical thinking discussions during the class that illustrates
integration of text material and work experience.
Late Paper Policy:
It is expected that all papers will be handed in on the assigned dates at the beginning of
the class period. Late papers will not be accepted without prior approval. If students
choose to hand in late papers and receive authorization for this, 10% will be deducted
from the possible grade beginning the day the paper is due.
ASSIGNMENT DETAILS:
WEEK 1- to be completed prior to and submitted on the first night of class
TOPIC:
Introduction of Helping Skills, basic attending and observation skills
READ:
Ivey & Ivey, Chapter 1, 2 and 4 (Note: readings may not follow numerical order)
COMPLETE:
Code of Ethics Paper (25 points):
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. In this assignment, select
the ethical code most closely related to your career choice, and read through it. These codes may
be found in the library and various social work or psychology textbooks. They may also be found
on the Internet. These web sites are located on pg. 7 of your textbook. After reading the Code,
write a one-page response paper to include:
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The Code(s) you have chosen and why that Code is relevant to you
Identify two aspects or ethical values you closely identified with
Discuss any part of the Code you did not agree with, or felt lacking in any way
Role Play # 1 (50 points)
As discussed previously in this syllabus, successful completion of this class requires effective
application of the helping skills presented. After reading the text, complete the following role
play:
 Approach and enlist a family member or friend that will be willing to complete this
activity, as well as three additional role-play activities with you (in other words, you are
to utilize the same individual for all four role-plays you conduct throughout this course).
Do not use a client from your agency or an agency you may be volunteering at.
 Instruct them to either make-up a problem or use a real one that is non-threatening and
not emotionally charged (this is simply for practice and you are not to formally take on
the role of their helper, so make this point clear to your volunteer).
 Spend 15 minutes conducting an “interview” with this pretend client and practice
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the skills you have read about in the afore stated chapters.
The goal of this conversation is simply to use good communication skills to
listen to their “problem”, and begin to assess their situation
This will be your first time conducting such an experience, thus attempt to
consciously note and apply the following skills: good eye contact, appropriate
body language, verbal tracking and effective vocal qualities.
Attempt to consciously observe and identify the following client behaviors: nonverbal behavior, verbal behavior and any discrepancies present.
You are not to attempt to solve their problem, simply listen and assess their
situation
Continued on the next page…
(WEEK 1 CON’T.)
Following your 15 minute experience, immediately take notes (if you did not do so
during the interview) and then type a 2-page “skills note” to include the following:
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Date, time, location, and people involved in the role-play
Length of the interview
Description of the role-play, including why the “client” came to see you, and a brief (no
more than a paragraph) summary of the interview
Illustrate how you utilized skills during the role-play (ex. “I had good body language
with open posture and consistent eye contact)
Actual conversation and quotes of select portions of the role-play illustrating skills used
Overall feelings of the role-play including what you felt you did well, skills that still need
improvement, and problems or barriers you encountered (ex. the room was very cold and
thus distracting).
IN ORDER TO RECEIVE FULL CREDIT, YOU MUST DEMONSTRATE THAT
YOU APPLIED THE SKILLS FROM YOUR READING. BE SURE TO SHOW
QUOTES OR DESCRIPTION OF THESE SKILLS BEING USED.
Note: in order to receive full credit, you must complete the role-play and turn in the
progress note.
Week 2- to be completed prior to and submitted on the second night of class
TOPIC:
Understanding and using questions, paraphrasing, summarizing, and reflective listening
READ:
Ivey & Ivey, Chapter 3, 5, & 6
COMPLETE:
Role Play # 2 (50 points):
This will be the second role-play to complete, which will build upon skills learned during
the first week of class, and new skills acquired through this week’s reading. After
completing your assigned reading, conduct the following role-play:
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Use the same individual that posed as a client during week one’s role-play
Build upon the knowledge you gained during the first week’s role-play, and
spend 30-minutes interviewing your “client”.
The goal of this conversation is to build upon your skills, and further assess
their situation.
Consciously note and attempt to utilize the following skills: Open and closed
ended questions, encouraging, paraphrasing, summarizing, and reflection
of feeling, in addition to all skills learned in week 1.
Attempt to consciously observe and identify the following client behaviors:
non-verbal behavior, verbal behavior and any discrepancies present.
Again, this is early in the intervention process, therefore, you are not to
attempt to solve their problem, simply listen and assess their situation
Following your 30-minute experience, immediately take notes (if you did not do so
during the interview) and then type a 2 page “progress note” to include the following:
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Date, time, location and people involved in the role-play
Length of the interview
Description of the role-play, with a brief (no more than a paragraph) summary of the
interview
Illustrate how you utilized skills during the role-play (ex. “I paraphrased what my
client said, stating “it sounds like you had a productive week, interviewing for three jobs,
is that correct?”)
Actual conversation and quotes of select portions of the role-play illustrating skills used
Overall feelings of the role-play including what you felt you did well, skills that still need
improvement, and problems or barriers you encountered (ex. the room was very cold and
thus distracting).
Week 2 continued on next page…..
(WEEK 2 CON’T).
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IN ORDER TO RECEIVE FULL CREDIT, YOU MUST DEMONSTRATE THAT
YOU APPLIED THE SKILLS FROM YOUR READING. BE SURE TO SHOW
QUOTES OR DESCRIPTION OF THESE SKILLS BEING USED, SUCH AS
APPROPRIATE QUESTIONS ASKED, REFLECTIONS GIVEN ETC.
Note: in order to receive full credit, you must complete the role-play and turn in the
progress note.
Week 3- to be completed prior to and submitted on the third night of class
TOPIC:
Use of the five-stage interview process, effective use of confrontation, and tools to focus
the interview.
READ:
Ivey & Ivey- Ch. 7, 8, & 9
COMPLETE:
Text-book activities (25 points):
Complete “Exercise 1” and “Exercise 2” on pages 209-211 of chapter 7.
1.
Role Play # 3 (50 points):
This will be the third role-play to complete, which will build upon skills learned during
the first two weeks of class, and new skills acquired through this week’s reading. After
completing your assigned reading, conduct the following role-play:
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Use the same individual that posed as a client during all previous role-plays
Build upon the knowledge you gained during previous role-plays, and spend 30minutes interviewing your “client”.
The goal of this conversation is to build upon your skills, and further assess
their situation, and begin to formulate goals and work towards a solution (as
taught with the 5-stage interview process).
Consciously note and attempt to utilize the following skills: Confrontation (if
it is appropriate), use of the 5 stages of an interview, possible use of a
genogram for further assessment, other focusing skills, in addition to all
skills learned in week 1 & 2.
Attempt to consciously observe and identify the following client behaviors:
non-verbal behavior, verbal behavior and any discrepancies present.
Be sure to demonstrate all skills learned from the beginning of class. Each roleplay is to built upon the last, and must incorporate all skills.
Week 3 continued on next page…..
(WEEK 3 CON’T.)
Following your 30-minute experience, immediately take notes (if you did not do so
during the interview) and then type a 2 page “progress note” to include the following:
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Date, time, location and people involved in the role-play
Length of the interview
Description of the role-play with a brief (no more than a paragraph) summary of the
interview
Illustration of skills utilized during the role-play, broken down into the 5-stage process
of an interview
Actual conversation and quotes of select portions of the role-play illustrating skills used
Overall feelings of the role-play including what you felt you did well, skills that still need
improvement, and problems or barriers you encountered
IN ORDER TO RECEIVE FULL CREDIT, YOU MUST DEMONSTRATE THAT
YOU APPLIED THE SKILLS FROM YOUR READING AND CLASS WORK.
BE SURE TO SHOW QUOTES OR DESCRIPTION OF THESE SKILLS BEING
USED, SUCH AS APPROPRIATE QUESTIONS ASKED, REFLECTIONS
GIVEN, GOALS SET, CONFRONTATION ETC.
Note: in order to receive full credit, you must complete the role-play and turn in the
progress note.
Week 4- to be completed prior to and submitted on the fourth night of class
TOPIC:
Influencing skills, and practical issues
READ:
Ivey & Ivey Chapter 11
COMPLETE:
Text-book activities (25 points):
Complete “Exercise 1”and “Exercise 2” on pages 327-328 of chapter 11. You
must respond to all of the questions asked of you.
1.
Role Play # 4 (50 points):
This will be the fourth and final role-play to complete, which will demonstrate all skills
used in an integrated and effective manor.
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Use the same individual that posed as a client during all previous role-plays
Build upon the knowledge you gained during the first week’s role-plays, and
spend 30-45 minutes interviewing your “client”.
The goal of this conversation is to utilize all of your skills to formulate an
action plan with your client to resolve their situation, as well as summarize
your work with them and end the interview relationship.
Consciously note and attempt to utilize all skills learned to date, and incorporate
them into the 5-stage interview process.
Attempt to consciously observe and identify the following client behaviors:
non-verbal behavior, verbal behavior and any discrepancies present.
Following your 45-minute experience, immediately take notes (if you did not do so
during the interview) and then type a 2 page “progress note” to include the following:
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Date, time, location and people involved in the role-play
Length of the interview
Description of the role-play, including why the “client” came to see you, and a brief (no
more than a paragraph) summary of the interview
Illustration of skills utilized during the role-play broken down into the 5-stage process
of an interview
Actual conversation and quotes of select portions of the role-play illustrating skills used
Overall feelings of the role-play including what you felt you did well, skills that still need
improvement, and problems or barriers you encountered
Week 4 continued on next page…..
(WEEK 4 CON’T.)
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IN ORDER TO RECEIVE FULL CREDIT, YOU MUST DEMONSTRATE
THAT YOU APPLIED THE SKILLS FROM YOUR READINGS AND CLASS
WORK. BE SURE TO SHOW QUOTES OR DESCRIPTION OF THESE
SKILLS BEING USED BROKEN DOWN INTO THE 5-STAGE PROCESS OF
AN INTERVIEW.
Note: in order to receive full credit, you must complete the role-play and turn in the
progress note.
Week 5- to be completed prior to and submitted on the fifth and final night of class
TOPIC:
Theories of helping skills, and integration of personal style
READ:
Ivey & Ivey- Ch.12, 13 &14
COMPLETE:
Interviewing skills/ Role-Play Response Paper (75 points):
This is to be a 3-4 paged typed paper which overviews and responds to your experience
with the role-play activities, as well as summarizes your skills as an interviewer. In
addition, this paper should thoroughly assess your skills, and discuss areas of strengths
and weaknesses. Discuss the following:
 Your overall like/dislike to the role-play experiences, including specifics for why
you feel that way
 Discuss what have you learned about yourself and your style as an interviewer
 What barriers did you face throughout the four role-plays?
 Evaluate your ability to utilize the following skills (be sure to specifically
evaluate each skill, discussing your strengths and weaknesses. You may wish to
utilize the self-assessment summary on page 423 of your text as a starting point):
1. Attending behavior such as eye contact, body language, and tone of voice
2. Use of observations
3. Use of questioning
4. Use of encouragers
5. Use of paraphrasing
6. Use of summary
7. Use of reflection of feeling and content
8. Use of confrontation
9. Use of the 5-stage interview process
10. Use of focusing skills
11. Use of directive skills
 Discuss your use of values essential to the helping process, specifying which you
excel in, and which need growth
 Summarize your overall effectiveness as an interviewer, highlighting your
strengths, and discussing how you plan to use these skills with clients or other
individuals.
GRADING RUBRIC
The following table will help you keep accurate track of your grade:
Assignment
Week
Points Possible
Code of Ethics paper
Role-play # 1
Attendance
1
1
1
25
50
5
Role-play # 2
Attendance
Test # 1
2
2
2
50
5
50
Text book activities
Role-play # 3
Attendance
Test # 2
3
3
3
3
25
50
5
50
Text book activities
Role-play # 4
Attendance
Test # 3
4
4
4
4
25
50
5
50
Role-play/ Interview response
Attendance
Test # 4
5
5
5
75
5
50
Points Earned
Grade Scale:
Grades will be determined according to the following point distribution:
Weekly exercises
(3 @ 25 pts. each)
Role-Plays
(4 @ 50 pts. Each)
Response Paper
Participation (5 @ 5 points)
Tests (4 @ 50 points)
75
200
75
25
200
Total
575
A= 517-575
B= 460-514
C= 402-459
D=345-401
F= below 345