Troy University College of Education

Master Syllabus CACREP 2009 Standards

Course Number CP 6610

Course Title Facilitation Skills and Counseling Techniques

Semester Hours

Pre-requisites CP 6600 or advisor’s approval

Approved Delivery Models

Catalog Course Description - A focus on the development and application of basic

facilitation skills necessary for becoming an effective helping professional. Skills are

developed through a combination of didactic, experiential, and demonstrated learning

activities to train the beginning counselor in the establishment and maintenance of

therapeutic relationships.

Goals and Objectives -

Demonstrates an understanding of the counseling process in a multicultural society,

including all of the following (CACREP Section II, G 5):

1.Demonstrates and accurately evaluates counselor characteristics and behaviors that

influence the helping processes(CACREP Section II, G 5 b.);

2.Demonstrates and accurately evaluates the essential interviewing and counseling

skills(CACREP Section II, G 5 c.);

3. Demonstrates a general framework for understanding and practicing consultation;

and(CACREP Section II, G 5 f.)

4. Demonstrates an understanding of crisis intervention and suicide prevention models,

including the use of psychological first aid strategies(CACREP Section II, G 5 g.).

Approved Text(s): Ivey, A.E.(latest edition). Intentional interviewing and counseling: Facilitating a client

development in a multicultural society.(5th ed.).Belmont, CA: Wadsworth.

Meier, S. & Davis, S.(latest edition). The Elements of Counseling (5th ed.). Pacific Grove, CA.

Brooks-Cole.

Suggested Text(s): Egan, G. (latest edition) Exercises in helping skills: A manual to accompany the skilled helper.

Pacific Grove, CA: Brooks-Cole.

Other Materials: Students are required to purchase LiveText for this course.

Content

Methods of Instruction: Lecture, mixed media, power point, video, laboratory

experiences

Course Requirements – other than LiveText

Class Schedule CP 6610

Facilitation Skills & Counseling Techniques

Week 1 Syllabus, Introduction

Week 2 Read and be ready to discuss Ch. 1-2

Week 3 Read and be ready to discuss Ch. 3-4 LIVETEXT ASSIGNMENT 2 (Due) 50 pts.

Week 4 Read and be ready to discuss Ch. 5-6 Informed Consent (Due) 50 pts.

Week 5 Read and be ready to discuss Ch. 7-8 MIDTERM EXAM (In-Class) 100 pts. LIVETEXT ASSIGNMENT 3 (Due) 50 pts.

Week 6 Read and be ready to discuss Ch. 9-10

Week 7 Read and be ready to discuss Ch. 11-12 Self-Exploration Paper (Due) 75 pts.

Week 8 Read and be ready to discuss Ch. 13-14 LIVETEXT ASSIGNMENT 1 (Due) 75 pts.

Week 9 FINAL EXAM (In-Class) 100 pts.

1) The Self-Exploration Paper assignment should be 7-10 pages in APA style, with at least

2 references from journals, books, movies, etc., and as needed. This paper is intended for

you to reflect on the influences; personal and professional, which have shaped you into

who you are. Describe how these may help or create challenges to becoming an effective

counselor/helper. These may include biases, prejudices, or other aspects about yourself.

As you develop positions be sure to support them with evidence (either through your

observations and experiences, or through key ideas in the readings). This is to be a

thoughtful and reflective paper, not merely a summary or biography about yourself.

This paper will be done in a personal style and you should know that you are not

graded on your viewpoints and thoughts as such. Instead, your grade is a function

of your ability to clearly, concisely, and fully express your ideas. I am looking for

depth of thinking, originality, critical evaluation, the ability to apply key ideas and

themes to practical situations in your life. The purpose of this paper is for you to identify and explore personal attitudes, values, and behaviors that may impede or enhance your counseling relationships. It is expected that this self-assessment and personal exploration will be an in-depth rather than superficial analysis. Because this self-assessment paper requires careful self-exploration, it is required that the paper not be merely a sequential answering of the issues that follow: Issues that you may wish to consider include, but need not be limited to: a) What is your motivation for studying counseling or for becoming a helper in a

particular area?

b) What experiences, major events, or people in your life have influenced your feelings or attitudes about counseling (positively or negatively)?

c) What is your value-orientation? What values (e.g., about a work ethic, the “good” life, spirituality, human motivation, etc.) do you bring to the helping relationship?

d) What biases or predispositions (positive or negative) do you hold regarding working with certain groups of people, types of probes, or emotional states?

e) In what ways have you attempted to expose yourself to or become open to experiences, values and beliefs that are different from your own?

f) What have you discovered about yourself as you have examined your personal values, beliefs, and behaviors that can influence your ability to help others?

g) What do you need to explore and develop in yourself in order to increase your personal awareness and effectiveness as a helper?

h) What strengths do you possess that may be of value in a helper/helpee relationship?

In this type of class where you will be working with your classmate doing role-plays,

their grade, as well as yours is dependent upon being present for class. You are given 10

pts. for each class attended. By being absent, regardless of the reason (excused or not)

those points will be deducted from your final grade. For example if you have 480 pts.

cumulative on other assignments, but were absent one time, that would take your grade to

470 pts. and thus a “B” for the term.

Grade Point Breakdown:

A = 475 - 500 points

B = 449 – 474 points

C = 423 – 448 points

D = 397 – 422 points

F = 396 or less points

Common Assignments/Assessments Required by All Students enrolled in course:

LIVETEXT/BLACKBOARD Common Assignments: All students taking course

must complete the following assignments.

LIVETEXT ASSIGNMENT 1

Taping and Transcript

Student Assignment

CACREP 2009 Standards Section II. G. 5 b. & c.

Student Directions – Prepare the transcript following the guidelines provided below.

The transcript form is attached at the end of the syllabus. After completing the

transcript, submit the document to the instructor via LiveText.

Verbatim Transcript & Taping: Students will submit verbatim transcripts and

recordings to the instructor via LiveText. The transcript is a verbatim record of a

counseling interview. The transcript will use the transcript form and will include in the

skills section an identification of the essential interviewing and counseling skills. The

student will evaluate in the comments section the counselor characteristics and behaviors

that influenced the helping process.

Verbatim Transcript LiveText Rubric

Instructor Grades LiveText Assignment 1 Verbatim Transcript

After Student Submits Paper

Topic

Standard

Assignment/Asses

sment

1

0-59% No Understanding

2

60-69% Below

Average

3

70-79% Average

4

80-89% Mastery

5

90-100% Exceptional

Demonstrates an

understanding of

the counseling

process in a

multicultural

society (CACREP

Section II, G 5)

Unable to

demonstrat

e an

understandi

ng of the

counseling

process in

a

multicultur

al society

Below

average

demonstrat

ion of an

understandi

ng of the

counseling

process in

a

multicultur

al society

Average

demonstrat

ion of an

understandi

ng of the

counseling

process in

a

multicultur

al society

Mastery of

an

understandi

ng of the

counseling

process in

a

multicultur

al society

Exceptiona

l

demonstrat

ion of an

understandi

ng of the

counseling

process in

a

multicultur

al society

Demonstration and

evaluation of

counselor

characteristics and

behaviors that

influence the

helping

processes(CACRE

P Section II, G 5

b.)

Unable to

demonstrat

e

evaluation

of

counselor

characterist

ics and

behaviors

that

influenced

the helping

process.

Below

average

demonstrat

ion of

evaluation

of

counselor

characterist

ics and

behaviors

that

influenced

the helping

process.

Average

demonstrat

ion of

evaluation

of

counselor

characterist

ics and

behaviors

that

influenced

the helping

process.

Mastery of

evaluation

of

counselor

characterist

ics and

behaviors

that

influenced

the helping

process

Exceptiona

l

demonstrat

ion of

evaluation

of

counselor

characterist

ics and

behaviors

that

influenced

the helping

process.

Demonstration and

evaluation essential

interviewing and

counseling

skills(CACREP

Unable to

demonstrat

e essential

interviewin

g and

Below

average

demonstrat

ion of

essential

Average

demonstrat

ion of

essential

interviewin

Mastery of

essential

interviewin

g and

counseling

Exceptiona

l

demonstrat

ion of

essential

Section II, G 5 c.);

counseling

skills,

including

invitational

skills,

reflecting

skills,

advanced

reflecting

skills,

challenging

skills,

solution

skills, and

the

nonjudgme

ntal

listening

cycle.

interviewin

g and

counseling

skills,

including

invitational

skills,

reflecting

skills,

advanced

reflecting

skills,

challenging

skills,

solution

skills, and

the

nonjudgme

ntal

listening

cycle.

g and

counseling

skills,

including

invitational

skills,

reflecting

skills,

advanced

reflecting

skills,

challenging

skills,

solution

skills, and

the

nonjudgme

ntal

listening

cycle.

skills,

including

invitational

skills,

reflecting

skills,

advanced

reflecting

skills,

challenging

skills,

solution

skills, and

the

nonjudgme

ntal

listening

cycle.

interviewin

g and

counseling

skills,

including

invitational

skills,

reflecting

skills,

advanced

reflecting

skills,

challenging

skills,

solution

skills, and

the

nonjudgme

ntal

listening

cycle.

LIVETEXT ASSIGNMENT 2

Suicide Prevention Consultation

Student Assignment

CACREP 2009 Standards Section II. G. 5 f. & g.

Student Directions – Prepare the assigned paper following the guidelines provided

below. After completing the paper, submit the document to the instructor via

LiveText.

Suicide Prevention Consultation – Students will design a suicide prevention

consultation. The student will describe the consultation model and level of intervention.

The student will identify a suicide prevention model based on current research. The paper

will be in APA style and follow the suicide prevention consultation rubric.

Guidelines for Assignment 2 Suicide Prevention Consultation (handout – attached

at end of syllabus)

Suicide Prevention Consultation Paper LiveText Rubric

Instructor Grades LiveText Assignment 2 Suicide Prevention

Consultation After Student Submits Paper

Topic

Standard

Assignment/Assess

ment

1

0-59% No Understanding

2

60-69% Below

Average

3

70-79% Average

4

80-89% Mastery

5

90-100% Exceptional

Demonstrates a

general framework

for understanding

and practicing

consultation.

(CACREP Section

II, G 5 f.)

Not able to

demonstrat

e a general

framework

for

understand

ing and

practicing

consultatio

n.

Below

average

understand

ing of a

general

framework

for

understand

ing and

practicing

consultatio

n.

Average

understand

ing of a

general

framework

for

understand

ing and

practicing

consultatio

n.

Mastered

understand

ing of a

general

framework

for

understand

ing and

practicing

consultatio

n.

Exceptiona

l

understand

ing of a

general

framework

for

understand

ing and

practicing

consultatio

n.

Demonstrates an

understanding of

suicide prevention

models. (CACREP

Section II, G 5 g.).

Demonstra

tes no

understand

ing of

suicide

prevention

models

Demonstra

tes below

average

understand

ing of

suicide

prevention

models

Demonstra

tes average

understand

ing of

suicide

prevention

models

Mastered

understand

ing of

suicide

prevention

models

Exceptiona

l

understand

ing of

suicide

prevention

models

Paper follows APA

style with correct

grammar and

referencing, current

research is utilized

in the paper

Demonstra

tes no

understand

ing of

APA,

grammar

and

utilization

of current

research

Demonstra

tes below

average

understand

ing of

APA,

grammar

and

utilization

of current

research

Demonstra

tes average

understand

ing

of APA,

grammar

and

utilization

of current

research

Demonstra

tes mastery

in

understand

ing

of APA,

grammar

and

utilization

of current

research

Demonstra

tes

exceptional

understand

ing of

APA,

grammar

and

utilization

of current

research

LIVETEXT ASSIGNMENT 3

Models of Crisis Intervention

Student Assignment

CACREP 2009 Standards Section II. G. 5 g.

Student Directions – Prepare the assigned paper following the guidelines provided

below. After completing the paper, submit the document to the instructor via

LiveText.

Models of Crisis Intervention Paper – Students will choose a specific crisis issue and

compare and contrast the applicable crisis intervention models, including psychological

first aid strategies. The student will complete a literature review of the models and make

recommendations for further research. The paper will be in APA style and follow the

crisis intervention paper rubric.

Models of Crisis Intervention Paper

1. Students demonstrate an understanding of two or more crisis intervention models.

2. Students demonstrate the ability to apply critical thinking to compare and contrast

crisis intervention models.

3. Students understand psychological first aid.

4. Students are able to use peer reviewed journal literature to support their

assessment of crisis intervention models, to understand current crisis intervention

research, and identify gaps in research for further research recommendations.

5. Students demonstrate APA style.

Crisis Intervention Paper LiveText Rubric

Instructor Grades LiveText Assignment 3 Crisis Intervention Paper

After Student Submits Paper

Topic

Standard

Assignment/Asses

sment

1

0-59% No Understanding

2

60-69% Below

Average

3

70-79% Average

4

80-89% Mastery

5

90-100% Exceptional

Students

demonstrate an

understanding of

two or more crisis

intervention

models.

CACREP Section

II G.5.g

Students

demonstrate no

understanding of

two or more crisis

intervention models

Students

demonstrate a

below average

understanding

of two or

more crisis

intervention

models

Students

demonstrate

an average

understanding

of two or

more crisis

intervention

models

Students

demonstrate

an above

average

understanding

of two or

more crisis

intervention

models

Students

demonstrate an

exceptional

understanding

of two or more

crisis

intervention

models

Students

demonstrate the

ability to apply

critical thinking to

compare and

contrast crisis

intervention

models.

CACREP Section

II G.5.g

Students

demonstrate no

ability to apply

critical thinking to

compare and

contrast crisis

intervention

models.

Students

demonstrate a

below average

ability to

apply critical

thinking to

compare and

contrast crisis

intervention

models.

Students

demonstrate

an average

ability to

apply critical

thinking to

compare and

contrast crisis

intervention

models.

Students

demonstrate

an above

average

ability to

apply critical

thinking to

compare and

contrast crisis

intervention

models.

Students

demonstrate an

exceptional

ability to apply

critical

thinking to

compare and

contrast crisis

intervention

models.

Students

demonstrate an

understanding of

psychological first

aid.

CACREP Section

II G.5.g

Students

demonstrate no

understanding of

psychological first

aid.

Students

demonstrate a

below average

understanding

of

psychological

first aid.

Students

demonstrate

an average

understanding

of

psychological

first aid.

Students

demonstrate

an above

average

understanding

of

psychological

first aid.

Students

demonstrate an

exceptional

understanding

of

psychological

first aid.

Students are able

to use peer

reviewed journal

literature to

support their

assessment of

crisis intervention

models, to

understand current

crisis intervention

research, and

identify gaps in

research for further

research

recommendations.

CACREP Section

II G.5.g

Students

demonstrate no

understanding of

use of peer

reviewed journal

literature to support

their assessment of

crisis intervention

models, to

understand current

crisis intervention

research, and

identify gaps in

research for further

research

recommendations.

Students

demonstrate a

below average

understanding

of the use of

peer reviewed

journal

literature to

support their

assessment of

crisis

intervention

models, to

understand

current crisis

intervention

research, and

identify gaps

in research for

further

research

recommendati

ons.

Students

demonstrate

average

understanding

of use of peer

reviewed

journal

literature to

support their

assessment of

crisis

intervention

models, to

understand

current crisis

intervention

research, and

identify gaps

in research for

further

research

recommendati

ons.

Students

demonstrate

above average

use of peer

reviewed

journal

literature to

support their

assessment of

crisis

intervention

models, to

understand

current crisis

intervention

research, and

identify gaps

in research for

further

research

recommendati

ons.

Students

demonstrate

exceptional use

of peer

reviewed

journal

literature to

support their

assessment of

crisis

intervention

models, to

understand

current crisis

intervention

research, and

identify gaps in

research for

further

research

recommendatio

ns.

Students

demonstrate APA

style.

Students

demonstrate no

understanding in

use of APA style

Students

demonstrates

a below

average

understanding

use of APA

style

Students

demonstrate

an average

understanding

in use of APA

style

Students

demonstrate

an above

average use

of APA style

Students

demonstrate

exceptional use

of APA style

CP 6610 Facilitation Skills and Counseling Techniques (Instructor)

LiveText Instructor’s Standards Summary Form

CACREP 2009 Standards – Section G. 5. b. c. f. & g. Instructor completes form at the end of the course. This form assesses student

progress in meeting CACREP objectives and provides summary assessment

information for program evaluation. The form is completed by the instructor at the

end of the semester/term.

Student Directions – The student will submit the assignment named CP

6610 Facilitation Skills and Techniques of Counseling Instructor’s

Summary Form Student Document to the instructor in LiveText.

Topic

Standard

Assignment/Assess

ment

1

0-59% No Understanding

2

60-69% Below

Average

3

70-79% Average

4

80-89% Mastery

5

90-100% Exceptional

Assignment 1

Taping and

Transcript

Evaluation

CACREP Section

II. G. 5 b. and c.

No

understand

ing of

counseling

process,

multicultur

al issues,

counselor

characterist

ics –

behaviors,

and

essential

interviewin

g skills

Below

average

understand

ing of

counseling

process,

multicultur

al issues,

counselor

characterist

ics –

behaviors,

and

essential

interviewin

g skills

Average

understand

ing of

counseling

process,

multicultur

al issues,

counselor

characterist

ics –

behaviors,

and

essential

interviewin

g skills

Mastery in

understand

ing of

counseling

process,

multicultur

al issues,

counselor

characterist

ics –

behaviors,

and

essential

interviewin

g skills

Exceptiona

l

understand

ing of

counseling

process,

multicultur

al issues,

counselor

characterist

ics –

behaviors,

and

essential

interviewin

g skills

Assignment 2

Suicide Prevention

Consultation

Paper

CACREP Section

II. G. 5 f. and g.

No

understand

ing of

framework

for

consultatio

n and

suicide

prevention

models

Below

average

understand

ing of

framework

for

consultatio

n and

suicide

prevention

models

Average

understand

ing of

framework

for

consultatio

n and

suicide

prevention

models

Mastery in

understand

ing of

framework

for

consultatio

n and

suicide

prevention

models

Exceptiona

l

understand

ing of

framework

for

consultatio

n and

suicide

prevention

models

Assignment 3

Models of Crisis

Intervention Paper

CACREP Section

II. G. 5 g

No

understand

ing of

crisis

interventio

n models

and

psychologi

cal first aid

strategies

Below

average

understand

ing of

crisis

interventio

n models

and

psychologi

cal first aid

Average

understand

ing of

crisis

interventio

n models

and

psychologi

cal first aid

strategies

Mastery in

understand

ing of

crisis

interventio

n models

and

psychologi

cal first aid

strategies

Exceptiona

l

understand

ing of

crisis

interventio

n models

and

psychologi

cal first aid

strategies strategies

Remediation:

Students who do not meet the required level of mastery on a common assignment will be

remediated prior to the end of the semester by the course instructor.

Evaluation

To pass the course, students must demonstrate knowledge and ability as specified by

course objectives, assignments, assessments and activities.

Plagiarism Policy:

Faculty teaching courses in the College of Education must include the definition of

plagiarism below and the paragraph that follows in each syllabus. Following this

information, instructors should clearly state the consequences for plagiarism. The

consequences outlined in the syllabus must meet the guideline outlined in the current

edition of the Oracle.

Information placed in each course syllabus:

The College of Educations defines plagiarism as:

Three consecutive words that are not common professional language used from another

source without quotation

Rephrasing another author's words without appropriate citation

Using another author's ideas or data without appropriate citation

Submitting another author's or student's writing as one's own

Directly quoting a source without using appropriate APA or MLA style (whichever is

required by the instructor) citation to show that it is a direct quote.

Intentionally taking information from a source and not giving appropriate credit

Students who commit plagiarism will be subject to disciplinary actions as outlined in The

Oracle for Academic Misconduct and violation of the Honor Code. The Standards of

Conduct and Disciplinary Procedures define university procedures in these matters.

Students have the right to request consideration by the Student Services Conduct Board.

Consequences for plagiarism in (course number) are as follows: {*NOTE TO

FACULTY*: This is where faculty will outline consequences for plagiarism in any

assignment/assessment/activity in (course prefix and course number) as follows:

Penalty/Failure can only be applied to the assignment. Only in situations where the

assignment is critical to successful completion of the course may the faculty fail the

student for the course.}

Additional Services

ADA

Absence Policy

Academic Conduct

COMMENTS & QUESTIONS:

At Troy University, students are our most valuable commodity. If you have any

comments or questions about this course, please do not hesitate to contact me.

*The instructor reserves the right to make changes on the syllabus in

any way necessary to meet the needs of the class and will have the final

say on syllabus and assignment interpretation. Any changes will be

announced.

PLEASE RETURN THIS SHEET (SIGNED) TO YOUR

INSTRUCTOR BY THE THIRD CLASS PERIOD

Acknowledgement of Syllabus Content

(Please sign and turn in this sheet indicating you have read and understood the

course requirements and student expectations)

I________________________________________have read and understand the

course

syllabus for_______________________________at Troy University, which

is being taught by___________________________.

________________________________________ ________________________

STUDENT’S SIGNATURE DATE

CP 6610 LiveText Assignment 1 Transcript Form

Client & Helper Responses

Interviewing and

Counseling Skills

Evaluation of Counselor Characteristics and

Behavior

H1:

C1:

H2:

C2:

H3:

C3:

H4:

C4:

H5:

C5:

H6:

C6:

H7:

C7:

H8:

C8:

H9:

C9:

H10:

C10:

H11:

C11:

H12:

C12:

H13:

C13:

H14:

C14:

H15:

C15:

CP 6610 Guidelines for Assignment 2 – Suicide Prevention Consultation

(Handout)

1. Identify consultation model

(Student will identify the model and how it is appropriate to the consultation scenario)

Instructors will assess whether students accurately identified one of the following models.

Expert- handle problems so consultee is free to manage other business

Prescription- consultants say what is wrong and what needs to be done about it

Mediation- coordinate services of variety of people who are trying to solve a problem

Collaboration- function as facilitators of problem-solving process

2. Identify the level of consultation:

(Student will identify the level and focus of consultation)

Instructors will assess whether the student accurately identified the following levels:

Case consultation (refers to client issue or therapist issue)

Client-centered-goal is to enable the consultee to deal more effectively with current situation and similar situations in

the future.

Consultee-centered- goal is to collaboratively id. Consultee difficulties in working w/ certain types of clients and to

help dev skills to deal more effectively with current situation and similar situations in the future

Ad-hoc Consultation (refers to issue after problem occurred)

Community-centered-goal is to enable an ad hoc consultee to deal more effectively w/community problems encountered

while developing a temporary program of mental health services.

Consultee-centered-goal is to identify collaboratively the ad hoc consultee’s problems generated in providing

temporary mental health services and to take steps to help the consultee develop skills in dealing with these problems.

Administrative consultation (refers to programmatic issue)

Program-centered-goal is enable the consultee to deal more effectively with specific parts of a mental health program

and to improve the consultee’s abilities to function with similar program problems in the future.

Consultee-centered- goal is to identify consultee problems generated by implementing a mental health program and to

develop collaboratively the consultee’s skills in dealing with similar problems.

3. The student demonstrated and understanding of a suicide prevention model.