HECOL 315: INTERVIEWING AND COUNSELING
Class: 12:00 – 1:20, Monday & Wednesday FALL SESSION, 2014 LAB: 1:30-4:30 Monday OR Wednesday DEPARTMENT OF HUMAN ECOLOGY
LOCATION: HEB 301 UNIVERSITY OF ALBERTA
Instructor: Kirk Beasse
Office hours: by appointment – HEB 318
E-mail: [email protected] (response within 2 business days) COURSE DESCRIPTION (Calendar)
An introduction to interviewing and counseling strategies for working with individuals using a strengths- based, family-centred approach. Prerequisite: successful completion of *30.
COURSE APPROACH
Course material will be presented through a combination of lecture, videos, modeling, role-playing, and group discussion. Skill development will be fostered through in-class exercises and through lab
participation involving role-playing, videotaping and video review, and supportive feedback. Because of the skill development component of the course, it is especially critical for students to attend all classes and labs.
COURSE OBJECTIVES
1. To apply a human ecological systems perspective in a helping role.
2. To appreciate the differences between interviewing, counselling, and psychotherapy, and to understand how to practice within one’s boundaries of competence.
3. To develop interviewing and counselling skills (including attending, questioning, observing,
encouraging, paraphrasing, summarizing, identifying strengths, goal-setting, challenging, and fostering change).
4. To explore important ethical issues in working in a helping role and to become familiar with relevant professional ethical codes of practice.
5. To enhance skills of self-reflection and self-awareness and to appreciate how our own experiences, attitudes, and beliefs affect the way we work in a helping role.
6. To develop sensitivity to issues of diversity (e.g., culture, race, class, gender, sexual orientation, age, trauma, and disability) when working in a helping role.
Course Materials
Canadian Counselling and Psychotherapy Association. (2007, January). Code of Ethics. Ottawa: Author.
Link: http://www.ccacc.ca/_documents/CodeofEthics_en_new.pdf (especially pages 1-11)
Recommended Text: Egan, G. & Schroeder, W. (2008). The skilled helper; A problem management and opportunity-development approach to helping. Nelson.
*Use of a laptop or tablet with recording capabilities (camera or webcam) is recommended (though not required) for this course. If a laptop or tablet is not available or preferred, recording devices will be provided.
GRADING
Assignment Weight Due Date
Ethics: Informed Consent 5% September 10 (end of day: 11:59PM) Ethical Decision Making Cases (3) 30% Oct 15; Nov 12; Nov 24 (in class)
Presentation 10% Nov (in class)
Position Paper 15% Nov 19 (end of day: 11:59PM)
Video 1 15% October 8 (end of day: 11:59PM)
Video 2 25% December 3 (end of day: 11:59PM)
SCHEDULE
Date Class Readings Lab
Sep-03 Intro to the course; choosing work groups No lab
Sep-08 Intro to ethics: informed consent Set up; consent forms
Sep-10 Intro to helping; History and efficacy (informed consent due) Ch. 1 Set up; consent forms Sep-15 Characteristics of helpers and self-awareness Ch. 2, 3 Practice videos Sep-17 Relationship skills; Theories of counselling Ch. 5, 6 Practice videos
Sep-22 Encouraging; Questioning Ch. 7 Practice videos
Sep-24 Paraphrasing Practice videos
Sep-29 Observing and reflecting feelings Practice videos
Oct-01 Empathy Practice videos
Oct-06 Ethics; codes, principles and guidelines Practice videos
Oct-08 Ethics; ethical decision-making process (Video 1 due) Practice videos Oct-13 Thanksgiving Day. University buildings closed. No lab
Oct-15 Ethics; ethical decision making cases (Case 1 due in class) Ethics cases
Oct-20 Identifying strengths and reframing Ch. 8 Practice videos
Oct-22 Readiness for change; goal setting Ch. 9 Practice videos
Oct-27 Perspective taking Practice videos
Oct-29 Confrontation Practice videos
Nov-03 Presentations Practice videos
Nov-05 Presentations Practice videos
Nov-10 Fall term break – no classes No lab
Nov-12 Ethics; ethical decision making cases (Case 2 due in class) Ethics cases
Nov-17 Burnout and secondary trauma Practice videos
Nov-19 Diversity (Position paper due) Practice videos
Nov-24 Ethics; ethical decision making cases (Case 3 due in class) Ethics cases
Nov-26 Other change techniques Practice videos
Dec-01 Integration; Video 2 Practice videos
Dec-03 Wrap-up (Video 2 due) Practice videos
Late assignments will be penalized 10% per day unless there is a documented illness/reason acceptable to the instructor. The exam and assignments will be marked using points or percentages. Instructor judgments are based on a combination of absolute achievement and relative performance in a class. An overall percentage in the class will be calculated and then converted to a letter grade based on the letter grade verbal descriptions on the following.
Excellent understanding of course material and advanced
skill development.
A+
Outstanding. The student has demonstrated an extraordinary grasp of the course content, an advanced level of skill development, a high level of self- awareness and reflection, and their performance reflects a high level of sensitivity, professionalism, and creativity or innovation.
A
Excellent. The student has demonstrated superior understanding of the course content, a high level of skill development, a very good level of self- awareness and reflection, and their performance reflects a high level of sensitivity and professionalism, and some creativity or innovation.
A-
The student has demonstrated superior understanding of the course content, a high level of professionalism, but has not shown the same high level of skill development, sensitivity, or self-awareness as a student receiving an A.
Good. Demonstrates a sound understanding of course
material and good skill development
B+
The student demonstrates a sound understanding of course material, with superior understanding and superior skill development being evident in some areas, and their performance reflects solid professionalism, and a reasonable level of self-awareness and sensitivity.
B
The student demonstrates a uniformly sound understanding of course material and level of skill development, and their performance reflects solid professionalism, and a reasonable level of self-awareness and sensitivity.
PERFORMING AS EXPECTED.
B-
The student's understanding of course material is generally sound and most areas of skill development are good, but there are some areas in which depth of understanding and/or skill development is limited, or some unevenness in performance reflecting sensitivity, self-awareness, and professionalism.
Satisfactory/adequate Overall awareness of central dimensions of course material
and clear evidence of developing skills.
C+
The student possesses an overall awareness of all central dimensions of the course material and a generally acceptable level of skill development in key areas, and demonstrates sound understanding of some and/or good skill development in some areas, but there is some unevenness or
weakness in performance of sensitivity, self-awareness, and professionalism.
C
The student demonstrates awareness of all central dimensions of the course and evidence of developing skills in all key areas, but there is clear unevenness or weakness in the performance of sensitivity, self-
awareness, and professionalism.
C-
The student is generally aware of most of the central dimensions of the course and has developed minimally acceptable levels of skills in most areas, but has some areas of clear deficiency.
Poor D+
The student lacks knowledge in one or more central dimensions of the course, has little more than a superficial understanding of most topics, and/or lacks acceptable skill development in one or more key areas.
Performance reflects problems in sensitivity, self-reflection, and/or professionalism.
Minimal Pass D
The student's performance is only minimally acceptable due to a lack of understanding of several central dimensions and lack of necessary skill development in several key areas, and may display only a minimal understanding of professional ethics.
Fail F
Lacks an understanding of most of the central dimensions of the course and lacks the most basic skill development and/or lacks an acceptable understanding of professional ethics.
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
ASSIGNMENTS
Ethics – Informed Consent
Students are required to prepare consent and confidentiality forms for a hypothetical practitioner.
Grading
Inclusion of relevant content 40%
Content structure/placement 40%
Design/appearance 10%
Proper grammar, spelling, etc 10%
TOTAL 100%
Ethical Decision Making Process
In this assignment, you will be provided with three examples of hypothetical cases requiring an ethical decision. Using the ethical decision-making process outlined by the Canadian Psychological Association, record the process of finding a potential course of action. Consultation with knowledgeable colleagues or supervisors outside of this class is encouraged.
Grading
Presentation of the model (clarity, logic, flow) 50%
Reference to standards and consultation 40%
Proper grammar, spelling, etc 10%
TOTAL 100%
Practice Component: Video 1 & 2
These assignments are designed for the demonstration of practice skills. Students will work in groups of three. One person will portray a client presenting a fictional issue, one person will practice the skills presented in class and through the text, and one person will observe, keep track of time and offer constructive feedback.
Video 1 will be 4-5 minutes in duration, demonstrating basic attending skills. Video 2 will be 8-10 minute in duration. In addition to the basic attending skills, students will demonstrate helping and influencing skills. A goals/mission/values component will be handed in with Video 1. A reflection paper, exploring the personal process of participating in the videos is to be submitted with Video 2.
Grading Video 1 Video 2
Demonstrated proficiency of skill 50% 50%
Completion of practice notes 20% 20%
Goals/Mission/Values 30% -
Reflection Paper - 30%
TOTAL 100% 100%
Presentation
There are many different forms of interviewing and counselling. This assignment will provide students with the opportunity to share a particular modality or theory with one another. This will provide a larger scope
and understanding of the purpose and practice of varying approaches. Either in their practice group or individually, students will present a system of interviewing or counselling. Presentations should be from 20-30 minutes in duration and include the major tenets of the approach, an appropriate activity, and the strengths and limitations of the approach. Allow time at the end for potential questions. Materials referenced are to be presented to the instructor. Please see the instructor for approval of approach selection (to avoid duplication of material).
Grading
Clear and relevant presentation of approach 40%
Activity 30%
Appropriate references 20%
Quality of presentation materials 10%
TOTAL 100%
Personal Position Paper
Describing your own position on the nature of human change is a critical aspect of personal and professional development. This assignment is meant to stimulate self-awareness. Please present and discuss the salient features of your current opinion or knowledge regarding development and
transformation. Examples of content covered could include:
Describe your beliefs about human nature, development and change. What constitutes
“normal” development and “abnormal” development? What is the difference between those who experience significant problems in life and those who do not? What insights do you have on what has influenced your beliefs?
Grading
Insightful, respectful, and balanced reflection of your knowledge and experience
40%
Clearly expressed ideas and logically organized flow 20%
Depth and thoughtfulness applied, demonstrated by synthesis of materials or experience
30%
Proper grammar, spelling, etc 10%
TOTAL 100%
STUDENT NEEDS: Students requiring accommodations in this course due to a disability affecting mobility, vision, hearing, learning, or mental or physical health should discuss their needs with Specialized Support and Disability Services (www.ualberta.ca/ssds), 2-800 Students’ Union Building, 780-492-3381 (phone) or 780-492-7269 (TTY), and/or with the instructor.
ACADEMIC OFFENSES: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at http://www.governance.ualberta.ca) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
* Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
