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COURSE SYLLABUS
[DEPARTMENT]
[COURSE TITLE]
FACULTY:
PHONE:
E-MAIL:
OFFICE:
SEMSTER:
CLASS LOCATION:
I.
COURSE DESCRIPTION
[Your Catalog’s Course Description]
II.
RATIONALE
Research clearly supports the significance of the counseling relationship on outcome.
Moreover, underpinning the work with a biblical worldview ensures conformity to God’s
standards and recognition of the relational nature in which we were created. For those
seeking licensure as a helping professional must have curricular experiences and
demonstrate their knowledge in the common core area of “helping relationships”. The
ability to integrate and apply an understanding of the theories and techniques to one’s
personal and professional life and counseling work is a critical component in counselor
development. Accordingly, this course exposes the student to practicalities of delivering
effective counseling. Extensive uses of online resources and situational role plays will
help the student learn the essential skills involved in building an effective helping
relationship.
III.
PREREQUISITES
[As consistent with catalog]
[course #]
IV.
MATERIALS LIST
A. Required Textbook
Thomas, J. C., & Sosin, L. (2011). Therapeutic Expedition: Preparing the Christian
counselor for the journey. Nashville, TN: Broadman & Holman.
Textbook Disclaimer Statement
The above texts provide information consistent with that required by
state licensing boards and in preparation as a helping profession. Our
school does not necessarily endorse specific religious, philosophical,
or political positions found in these texts.
B. Recommended Textbooks
Gladding, S.T. (2005) The counseling dictionary (2nd ed).
Columbus, OH: Pearson Merrill Prentice Hall. ISBN 0131707728
C. Supplies
1.
2.
3.
V.
Each student will need two pocket folder.
Each student will need two recordable DVDs at least 1 hour in length.
Students will need access to a video recorder to make the DVDs.
MEASURABLE LEARNING OUTCOMES [NOTE: PROFESSOR SHOULD LINK EACH
OUTCOME WITH DEPARTMENT’S LEARNING OUTCOMES]
A. Through role-play and video-taped counseling sessions students will:
1. Demonstrate and explain their concept for the manner in which effective
counseling proceeds from problem identification to problem resolution based
on their understanding of themselves and counselor characteristics and
behaviors that influence helping processes.
2. Demonstrate essential interviewing and counseling skills so that they are able
to develop therapeutic relationships with clients.
3. Design, explain, and demonstrate rudimentary intervention strategies and
successfully terminate counselor-client relationships.
4. Explain and demonstrate understanding of the ethical and legal considerations
regarding establishing and maintaining therapeutic relationships.
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B. Demonstrate the ability to explore personal issues and relate them to counseling as
evidenced by completion of the pre-intensive work, the basic skills/intake self
evaluation forms completed during intensive week, and participation in the
experiential activities during the intensive week.
C. Demonstrate the ability to self-critique counseling work through appropriate and
insightful self-reflection as evidenced by the satisfactory completion of the basic
skills/intake self evaluation forms completed during intensive week.
VI.
COURSE REQUIREMENTS AND ASSIGNMENTS
A. In-Class Activities
1. PARTICIPATE IN CLASS DISCUSSION AND ROLE PLAYING.
Students are expected to attend all class sessions prepared to actively
participate in class discussion and various exercises and activities as they
occur. Missing a day of class constitutes failure of the course. Only extreme
emergencies will be considered as a possible exception at faculty discretion.
Students will be asked to participate in class. All students are required to
perform counseling demonstrations so you must come to class fully prepared.
An open, curious, and honest attitude toward learning from others will
facilitate development for all participants.
Becoming a professional is a process. It involves developing respect for
yourself and others. It is important to establish a professional attitude and
demeanor while in graduate school. Therefore, if you bring your computer to
class it should only be used for material related to this class.
You must receive an 80% or higher in your participation in order to receive a
passing grade for this course. Addresses Learning Outcomes A 1-5 and B.
2. PRACTICE COUNSELING SESSIONS AND DOCUMENTATION.
Each class students will be placed in triad or quad groups, depending on the
number of students. These groups will meet weekly to practice the counseling
skills. Each time the group meets, students will conduct Pseudo counseling
sessions. Each student will spend time in the role of counselor, client, and
observer.
There are two practice sessions and documentation assignments that you will
complete during the intensive week, one for basic skills demonstration and
one for the intake/goal setting demonstration. Each is worth 5 percent (totaling
10 percent) toward your written assignment grade. These forms are posted on
online. Addresses Learning Outcomes A 1-5 and B.
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B. Weekly Assignments
1. READINGS . All required readings must be completely read prior to
class. Students will need to bring this book to class as a reference/resource for
class activities. Addresses Learning Outcome B.
2. CHAPTER ACTIVITIES. You must complete the end of chapter learning
activities in the Thomas and Sosin (2011) and review the DVD that
accompanies the text if applicable to that week. This assignment must be
written in the form of a continuous MSWord document with headings
that delineate chapters and assignments. You must submit this document
electronically by [state date]. Please use Times New Roman, 12 pt. font, and
do a grammar/spell-check prior to submitting your document. Graduate level
work is expected. Addresses Learning Outcomes B and C.
C. Video-Taped Counseling Sessions.
In addition to the in-class role plays, each student will be paired with another
student from another group for the purposes of having a Student Pseudo-Client
throughout the semester.
1. Steps Prior to First Session:
a. Describe the assignment and obtain preliminary consent from the
Student Pseudo-Client.
b. The Student Pseudo-Client completes the Client Data Form.
c. Prior to the first session (intake session), the student reviews the Client
Data Form the Student Pseudo Client has completed already.
2.
The First Session will be a modified intake session (no diagnosis will be
required).
a. This session should be 30-40 minutes long.
b. Student counselor will be required during this session to explain the
informed consent (including confidentiality and the limits to
confidentiality) and the release of information/video-taping form.
c. Student counselor will review and explore the pertinent sections of the
Client Data Form (filled out by client and previously read by Student
Counselor before the session).
d. Student counselor will explore the presenting problem including:



Description, history and frequency of problem
Conditions under which the problem exists
Attempts to address problem and successes with addressing the
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[course #]


problem
How the problem affects the client’s functioning
The problem must be client focused (e.g. my problem with
coping with my father vs. my father’s anger).
e. Establish one treatment goal (must be measurable) and objectives
related to the work/treatment the client will receive during the
remaining sessions.
f. Submit one form, the Intake Self Evaluation, and Case
Conceptualization form by the date indicated on the Course Schedule
below. Submit the client intake form, consent form, and DVD to your
professor (by date indicated on the Homework Chart below).
3. The Second Session must be submitted as a DVD (no exceptions) to
Professor. In this session you will:
a. Demonstrate strong basic skills. The technique must be appropriate to
the treatment goals
b. This session should be 30-40 minutes long.
c. Submit forms, the Second Session Evaluation Form.
d. Submit the client forms and DVD to professor (to be received by date
indicated on the Homework Chart below)
4. Choose another Session from your work with the Student Pseudo-Client to
use for submitting a DVD to Professor. In this session you will:
e. Demonstrate strong basic skills. The technique must be appropriate to
the treatment goals
f. This session should be 30-40 minutes long.
g. Submit forms, the Second Session Evaluation Form by the date
indicated on the Course Schedule below.
h. Submit the client forms and DVD to professor (to be received by date
indicated on the Homework Chart below)
5. Requirements for recordings:
a. Each session must be submitted in the form of a DVD.
b. The session must be able to be heard easily (free from background
noises, loud enough, clear enough).
c. Faces of both client and counselor must be easily seen. Seating for
these recordings should be in an L or V shape rather than the normal
facing each other.
d. Sessions must be between 30-40 minutes.
e. Student’s name and section # must be written on the DVD.
f. Must be submitted in a sealed envelope. Be sure to mark envelop as
CONFIDENTIAL: MUST BE OPENNED ONLY BY THE PERSON
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[course #]
TO WHOM IT IS ADDRESSED. Put your professor’s name on the
envelope and your name on the envelope. Do not leave this envelop in
counseling suite it must be delivered to the professor or under the door
of professor’s locked office.
g. Any recording that does not meet the above criterion will receive an F
grade. DVDs must be readable by standard PC. Check DVD before
submitting.
Addresses Learning Outcomes A 1-5, B, and C.
Grades for recorded sessions will be P (counseling skills are at the expected level)
or F (counseling skills are below the expected level).
You must receive a P on both recorded sessions to pass the course. You will
be permitted one re-do of each session if needed.
D. Final Exam.
Each student will take a final exam that will be given the last day of class. The
exam is a comprehensive exam that assesses each student’s knowledge base of the
skills. Addresses Learning Outcomes B and C.
* -- Refers to In-Class Role-Play Practice Client
Week
** -- Refers to Student Pseudo-Client
Thomas & Sosin Textbook/ CD
Submitted in Folder or Sealed envelope for
confidential forms.
1
Chapter 1 – Chapter Activities
Counseling Forms or Other
Assignments Submitted Related to
In Class Role-Plays or Student
Pseudo-Client
None this week
2
3
Chapter 2 – Chapter Activities
Chapter 3 – Chapter Activities
Chapter 4 – Chapter Activities
None this week
None this week
4*
Chapter 5 – Chapter Activities
5*
**
6*
**
7*
**
8*
**
Student Pseudo Client Pre-Agreement Form (sealed
envelope)
Chapter 6 – Chapter Activities
Chapter 7 – Chapter Activities
First formal Session with in TriadClient
♦ Counseling Form.
♦ First Recording Session with
Student Pseudo-Client
♦ Counseling Form.
♦ Intake Assignment Form
♦ Counseling Form
♦ Second Session Form
♦ First DVD due
Counseling Form
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9*
**
Chapter 9 – Chapter Activities
10*
**
Chapter 10 – Chapter Activities
♦ Goal Setting Form
♦ Second DVD due
Submit DVD, hard copy of Informed signed consent
form, and client intake form in a sealed envelope
marked confidential. Put your name on envelope.
11*
12**
Chapter 11 – Chapter Activities
13*
Chapter 12 – Chapter Activities
14**
Chapter 15 – Chapter Activities
Submit DVD, hard copy of Informed signed consent
form, and client intake form in a sealed envelope
marked confidential. Put your name on envelope.
15
Prepare for Final Exam
16
Final Exam
VIII.
Counseling Form
♦ Counseling Form to report on
Student Pseudo-Client status
and progress
♦ Final DVD due
COURSE GRADING AND POLICIES
A.
Allocation of Grading Points and Percentages
Below you will find the weighting of your written assignments for your grade.
You must have an 80 overall average in order to pass this course.
ASSIGNMENTS
POINTS
%
Chapter Activities
250 25%
Practice Sessions
250 25%
Recorded Session 1
150 15%
Recorded Session 2
150 15%
Recorded Session 3
100 10%
Final Exam
100 10%
1000 100%
TOTAL
In addition to your written work, you must also receive a Pass on your recorded
DVD of session 1 and session 2. Below you’ll find a summary of these
requirements.
Letter
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Grade
P
Requirement
Must meet all the requirements below.



F
B.
Receives a passing grade on both of the recorded sessions (only
one redo for each session is allowed).
Submitted all Written Assignments and assignment grade
averages an 80% or better.
Attended and participated in all class sessions and received an
80% or better overall average on the above graded forms.
If you fail to meet any of the three requirements above.
Attendance Policies
Students should be on time for class and following each break. Since this is an
experiential, skill based course, missing class could result in a failing participation
grade, therefore leading to failing the course. Only extreme emergencies will be
considered an excused absence. All other absences will result in a 20 point
participation deduction. Lateness will also result in a point deduction.
IX.
OTHER POLICES
A. Academic Misconduct
B. Disability Statement
C. Drop/Add Policy
D. Dual Relationships and Limits of Confidentiality
The faculty is responsible to interact with counseling students in a supervisory
capacity or role. As such, faculty may provide students professional principles,
guidance, and recommendations as it relates to the context of the student-client
setting. The faculty is responsible to avoid dual relationships with students such
as entering a student-counselor or student-pastor relationship. Thus, the faculty
does not provide personal counseling addressing student personal problems. If a
faculty member perceives that a student is in need of personal or professional
counseling then that faculty member will recommend that the student pursue
either pastoral or professional assistance from a counselor in their community.
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[course #]
In the event of a student’s disclosure, either verbally or in writing, of either threat
of serious or foreseeable harm to self or others, abuse or neglect of a minor,
elderly or disabled person, or current involvement in criminal activity, the faculty,
staff, administrator or supervisor will take immediate action. This action may
include, but is not limited to immediate notification of appropriate state law
enforcement or social services personnel, emergency contacts, and notification of
the appropriate program chair or distance learning dean. The incident and action
taken will become part of the student’s personal record.
E. Correspondence
Students are expected to communicate in a professional manner at all times
whenever emailing classmates, professors, or any employee of [NAME YOUR
SCHOOL]. Because there is no accompany tone of voice, facial expressions or
body language with email communications they can be more easily misinterpreted
than face to face communication. Your emails should be courteous and well
thought out to avoid knee-jerk responses that will be interpreted as flaming or
sarcasm. Communicate complaints directly to the individual involved. Do not
send a blanket email to everyone in the class or to administrative personnel until
you have communicated your concerns directly to the person involved and
allowed them time to respond. Avoid offensive language of any kind.
F. Communication
1. Electronic Communication: all electronic communication must be done via
the school’s email. I will communicate through that same venue.
2. Face to Face Communication: all individual communication will be scheduled
during my posted office hours in my office located [WHERE OFFICE
LOCATED]. Exceptions can be made as to time but no exceptions to place.
3. Phone Conference: I will make myself readily available via email and face to
face. Phone conferences will be limited to emergencies only and time will be
limited.
G. Dress Code
Students are expected to maintain a neat, professional appearance while in class.
Consult your department for additional guidelines.
H. Classroom Policies
1. Classroom policies will be established and enforced by the individual
instructor.
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2. The inappropriate use of technology such as cell phones, iPods, laptops, etc in
the classroom is not tolerated. Becoming a professional is a process. It
involves developing respect for yourself and others. It is important to establish
a professional attitude and demeanor while in graduate school. Therefore, if
you bring your computer to class it should only be used for material related to
this class. You should not be checking e-mail, instant-messaging, checking
scores, stocks, or viewing anything other than that which pertains to this class.
Staring at your computer or typing that is inconsistent with a presentation is
disrespectful. Failure to comply with this policy will result in “0” points for
class participation for the semester. Continuation of the practice may result in
you receiving an “F” for the course.
3. Other disruptive behavior in the classroom is not tolerated. Students who
engage in such misconduct will be subject to the penalties and processes as
written in the Liberty Way.
CALENDAR
X.
Session Date
Topic
Reading
To be completed by class time of the assigned
week
1
Introduction, Syllabus and course
requirements
2
Helping
3
The Person of the Counselor
4
Connecting Skills
5
[continue with Connecting]
Focus: Reflection Skills
6
[continue with Connecting]
Focus: Reflection Skills
7
Exploration Skills
Thomas & Sosin – Chapter 6
8
Facilitation Skills
Thomas & Sosin – Chapter 7
9
Managing the Session
Goal Setting Skills
Thomas & Sosin – Chapter 9
Initial interview
Assessment Skills
Thomas & Sosin – Chapter 10
10
Thomas & Sosin – Chapter 1
Thomas & Sosin – Chapters 2 & 3
Thomas & Sosin – Chapter 4
Thomas & Sosin – Chapter 5
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11
12
13
XI.
Conceptualization & Treatment
Planning Skills
Understanding Change
Resistance & Reluctance
14
Processing the experience
15
Final Exam
Thomas & Sosin – Chapter 11
Thomas & Sosin – Chapter 12
Thomas & Sosin – Chapters 15
BIBLIOGRAPHY
Backus, W. (1994). Learning to tell myself the truth. Minneapolis, MN: Bethany House.
Beck, A. (1991). Cognitive therapy and the emotional disorders. New York: Penguin Group.
Benner, D. G. (1998). Care for souls. Grand Rapids, MI: Baker Book House.
Brenner, D. G. (2003). Strategic pastoral counseling: A short-term structured model. Grand
Rapids, MI: Baker Academic.
Bergin, A. E. (1987). Values and psychotherapy. In D. G. Brenner (Ed.). Psychotherapy in
Christian perspective. Grand Rapids, MI: Backer.
Brammer, L. (2000). Basic skills in psychotherapy and counseling. Belmont, CA: Brooks-Cole.
Buchanan, D. (1985). The counseling of Jesus. Downers Grove, IL: InterVarsity Press.
Burns, D. (1999). The feeling good handbook. New York: Penguin Group.
Carkhuff, R. (2000). The art of helping in the 21st century (8th ed.). Amhurst, MA: Human
Resource Development Press.
Corey, M. S. & Corey, G. (2007). Becoming a helper. Belmont, CA: Thomson Brooks/Cole.
Covey, S. (1994). First things first. New York: Simon & Schuster.
Crabb, L. J. (1999). The safest place on earth. Nashville, TN: W. Publishing Group.
DeJong, P., & Kin Berg, I. (2001). Interviewing for solutions. Belmont, CA: Brooks/Cole.
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Dobson, K., & Craig, K. (1996). Advances in cognitive-behavioral therapy. London: Sage.
Egan, G. (2001). The Skilled Helper, 7th Edition. Belmont, CA: Brooks/Cole.
Ellens, H. H. (1998). Worship. In D. G. Brenner (1988). Psychology and religion. Grand Rapids,
MI: Backer.
Gladding, S. (2008). Counseling: A comprehensive profession. Upper Saddle River, NJ: Prentice
Hall.
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Hanna, S., Suggett, R., & Radtke, D. (2007). Person to person. Upper Saddle River, NJ: Prentice
Hall.
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Morrison, J. (2007). The first interview. New York: Guilford.
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Padesky, C., & Greenberger, D. (1995). Clinicians’ guide to mind over mood. New York:
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relationships. Tigard, OR: Petersen Publications.
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Belmont, CA: Thomson.
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Sage Publications.
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Brooks/Cole.
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