Course Code: EDUC515 Course ID: 2790 Credit Hours: 3 Level: Graduate
Helping Relationships provides an understanding of the counseling process especially as it relates to practice in school settings. Special attention is given to the counselor qualities and skills that influence helping. Candidates develop fundamental counseling and consultation skills including listening, relationship building, interviewing, and assessment. Discussions also include the effects of social and cultural diversity on the helping relationship. Candidates learn how to incorporate skills into a comprehensive school counseling program that helps facilitate the development of children and adolescents. Professional issues as they relate to ethics, legal considerations and diversity concerns also are examined. (Prerequisite: EDUC507)
After successfully completing this course, candidates will be able to:
- Explain the counselor characteristics and behaviors associated with effective helping relationships as well as the variables affecting counseling sessions (CACREP 5f)
- Select counseling goals with a focus on wellness and prevention (CACREP 5i)
- Select appropriate research-based counseling theories and interventions that meet the academic, career, and personal/social needs of children and adolescents. (CACREP 5j)
- Apply fundamental interviewing and assessment skills when providing individual, group, and crisis intervention counseling to children and adolescents. (CACREP 5g)
- Demonstrate a comprehensive knowledge of counseling ethics and the considerations of working with children and adolescents. (CACREP 5d)
- Apply a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions (CACREP 5b)
- Compile appropriate community resources and when referrals are needed (CACREP 5k)
You will complete three homework assignments during Weeks 1, 2, and 3. These written assignments will involve analyses of readings, comparing and contrasting the views of authors, and a critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Papers should be 4-5 pages in length using APA format on all references cited; at least two outside resources should be referenced.
Conceptualizing Counseling and Characteristics of Effective Helpers
This paper is divided into three parts:
1. Defining counseling, the purpose of counseling (CACREP 1a)
2. Your philosophy of helping and reasons why you want to be a counselor. (CACREP 1a)
3. Identifying characteristics of effective helpers and providing examples of your personal strengths/limitations related to these characteristics. (CACREP 5f)
4. Strengths/limitations (CACREP 1k)
Stages of Counseling and Building Relationships
Discuss the following:
1. Summarize the stages in the counseling process (CACREP 5g)
2. Use research-based information to discuss Importance of building a working relationship in the counseling process (CACREP 5f)
3. Impact of technology on the counseling process (CACREP 5e)
4. Research help-seeking behaviors of diverse clients and provide examples of how that will influence the counseling process. (CACREP 2f)
In this assignment, create a paper with the following headings and address each one thoroughly using your text and peer-reviewed references.
1. Functions of Counseling Goals (CACREP 5i)
2. Process and Outcome Goals (CACREP 5i)
3. Goal Setting Skills (CACREP 5g)
4. Developmental and Cultural Considerations (CACREP 2c)
5. Develop a sample goal setting structure using either the Goal-Setting Map, Time Line, or Successive Approximation Stairs.
Counseling skills are a focus in this course and three video assignments will be required to demonstrate various skills. The instructions for each individual assignment are located under the Assignments tab. Videos will be due during Weeks 4, 5, and 6 of the course. Please secure a recording device in order to meet this requirement during the first couple of weeks of this course. Options may include your computer, cell phone, or video recorder. Each video will be 8-10 minutes in length. Assignments cannot exceed 25 MB per assignment, so it is encouraged to practice a recording prior to week four to troubleshoot any potential technical issues. In addition to the submission of your video, be sure to submit the permission form for your role play participant and the Self-critique form to evaluate your own skills. See Video Assignment Grading Rubric for grading requirements.
Affective Intervention Skills
Role-play affective intervention skills in an 8-10 minute video and complete the Self-critique and Permission Forms. Also, provide a minimum 2-page reflection paper that addresses the following: your strengths in session, your areas of improvement needed, theoretical orientation used, specific technique(s) used, rationale for use of technique(s) including developmental and multicultural considerations, and goals for improvement.
Cognitive Intervention Skills
Demonstrate an 8-10 minute counseling session that includes at least one example of cognitive restructuring and one example of a paradoxical intervention and complete the Self-critique and Permission Forms. Also, provide a minimum 2-page reflection paper that addresses the following: your strengths in session, your areas of improvement needed, theoretical orientation used, specific technique(s) used, rationale for use of technique(s) including developmental and multicultural considerations, and goals for improvement.
Behavioral Intervention Skills
Demonstrate in an 8-10 minute counseling session the use of role play in counseling and complete the Self-critique and Permission Forms. Also, provide a minimum 2-page reflection paper that addresses the following: your strengths in session, your areas of improvement needed, theoretical orientation used, specific technique(s) used, rationale for use of technique(s) including developmental and multicultural considerations, and goals for improvement.
Crisis Intervention and Response Research Paper
After reading and reviewing all of the resources in this week’s Lesson (e.g., the West Virginia Schools Crisis Prevention and Response Plan, ASCA position statement, US Department of Education newsletter), provide a 5-7 page analysis of the following:
- The school counselor role as a member of an interdisciplinary emergency management response team during a local, regional, or national crisis or trauma-causing event. (CACREP 1c)
- Explain possible reactions of P-12 students and staff to a crisis event (CACREP 3g)
- Describe use of psychological first-aid strategies for each developmental level (elementary, middle, and high school). (CACREP 5m)
- Discuss how to recognize students and staff in need of more intense services and referrals. (CACREP 5-G 2k)
In addition to the resources in Lessons, use at least 3 peer-reviewed journal articles to inform your discussion. Research should be within the past 8 years. This paper should be written in APA format including title page, abstract, use of APA style headings, and correct APA references.
Community Resource Project
Imagine you have a student that needs more extensive services than a school counselor can provide.
1. Provide a 1/2 page to one-page case study illustrating the needs of the student and the reasons why a referral is necessary. Be sure to address limits of providing services in this case as a school counselor. (CACREP 3f)
2. Research private and community counseling resources in your locality and create a resource guide for your student and his or her family that includes academic, career, and personal and social resource domains. (CACREP 5-G 2k)
3. In a 2-3 page paper, provide a rationale of which community resources you recommend and why. Include strategies to improve access to resources. Additionally, discuss referral procedures you would use to secure assistance for the student and family in your case study. (CACREP 5k)
4. Discuss the school counselor role in consulting with families and community agencies. (CACREP 5-G 2b)
Organize your paper with the following headings:
- Case Study Description
- Resources and Referrals Guide
- Selection of Resources, Access, and Referrals
- Referral Procedure and Consultation Role
Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.
- Post the initial response to each forum by 11:55pm, ET, Wednesday.
- Initial responses should be no less than 300 words.
- Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
- Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
- Replies to classmates should be no less than 150 words.
- Responses to classmates are significant to advance the forum.
- All forums can be accessed in the Forums section of the course.
Website (packaged with textbook):
Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (currently 6th ed.) if you have not previously purchased this resource.
In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
Web Site URL/Address
American School Counselor Association (ASCA)
American Counseling Association
Association of Multicultural Counseling and Development
US Census Bureau
USA Today – census data
Children’s Defense Fund
National Board for Certified Counselors
Office of Special Education Programs
US Dept. of Health & Human Services
US Dept. of Education – No Child Left Behind
American School Counselor Association (1998). Ethical standards for school counselors. Alexandria, VA: ASCA
Bowers, J.L., & Hatch, P.A. (2002). The national model for school counseling programs. Alexandria, VA: American School Counselor Association.
Dahir, C.A., & Campbell, C.A. (1997). Sharing the vision: The national standards. Alexandria, VA: American School Counselor Association.
Dahir, C.A, Sheldon C.B., & Valiga, M.J. (1998) Vision into action: Implementing the national standards. Alexandria, VA: American School Counselor Association.
Evans, J.H., & Burck, H.D. (1992). The effects of career education interventions on academic achievement: A meta-analysis. Journal of Counseling & Development, 71, 63-68.
Gerler, E.R., Jr. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance and Counseling, 20, 39-48.
Gerler, E.R. & Anderson, R.F. (1986). The effects of classroom guidance on children's success in school. Journal of Counseling and Development, 65, 78-81.
Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance program. (3rd ed.). Alexandria, VA: American Counseling Association.
Henderson, P., & Gysbers, N. C. (1998). Leading and managing school guidance program staff: A manual for school administrators and directors of guidance. Alexandria, VA: American Counseling Association.
Hughey, K.F., Gysbers, N.C., & Starr, M. (1990). Evaluating comprehensive school guidance programs: Assessing the perceptions of students, parents, and teachers. School Counselor, 41, 31-35.
Johnson, W., & Whitfield, E.W. (1991). Evaluating guidance programs: A practitioners guide. Iowa City, IA: American College Testing Publications.
Jung, C. G. (1961). Memories, dreams, and reflections. New York: Random House.
Kohlberg, L. (1981). Philosophy of moral development. New York: Harper & Row.
Lapan, R. T. (2001). Results-based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4, 289–299.
Lee, R.S. (1993). Effects of classroom guidance on student achievement. Elementary Guidance and Counseling 27, 163-171.
Neukrug, E. (2003). World of the counselor. Pacific Grove, CA: Brooks/Cole.
Paisley, P.O., & McMahon, G. (2001). School counseling for the 21st century: Challenges and opportunities. Professional School Counseling, 5, 106-115.
Santrock, J.W. (2005). Life-span development (10th ed.) Boston, MA: McGraw Hill.
Sink, C.A., & Stroh, H.R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 350-364.
West, J.F., & Idol, L. (1993). The counselor as consultant in the collaborative school. Journal of Counseling & Development, 71, 678-683.
|Book Title:||Professional Counseling: A Process Guide to Helping with MyCounselingLab with Pearson eText -- Access Card Package, 8th ed.|
|Author:||Hackney, H. and Bernard, J.|
|Electronic Unit Cost:||$45.00|
Not current for future courses.