Murray State University

COURSE SYLLABUS

DEPARTMENT: ELC COURSE NUMBER: CNS 694CREDIT HOURS: 3

I.TITLE: Advanced Counseling and Supervision

II.COURSE DESCRIPTION:

An advanced study in individual counseling procedures and technique/applications. Prerequisite: CNS 619

III.Purpose:

The purpose of this course is to introduce students to the content, theories, dynamics, techniques and skills of advanced individual counseling. Students will be given opportunities to experience, practice and develop a cognitive understanding of the use of these advanced skills. Through these various learning experiences, students will be encouraged to identify and adopt a theoretical orientation in which to shape and frame their advanced counseling approach.

IV.Course Objectives:

  1. Students will gain knowledge of (per 2009 CACREP Standards):
  1. Counselor characteristics and behaviors that influence helping processes including verbal and nonverbal behaviors, and personal characteristics, orientations, and skills (Section II, G.5.b.).
  2. Client roles, expected behaviors, and responsibilities that influence helping processes according to each counseling theory (Section II, G.2.a.).
  3. Factors that influence helping processes including environmental and social factors, relationships external to the helping process, and commitment to change (Section II, G.5.d.).
  4. Deeper understanding of major and newly emerging counseling theories/approaches, including main tenets, advantages and limitations, factors considered in applications, role of client, role of counselor, underlying philosophy, and skills and techniques (Section II, G.3.a.; Section II, G.3.f.).
  5. The components and implementation of effective counseling (Section II, G.5.a.).
  6. Ethical standards ACA 2005 Edition and applications to various professional activities (Section II, G.1.b.; Section II, G.1.f.; Section II, G.1.j.; Section II, G.7.g.).
  1. Students will develop skills to:
  1. Explain counselor orientations to the helping process, including differences and similarities according to each theory/approach.
  2. Explain counselor verbal and nonverbal behaviors in counseling according to theory.
  3. Explain and self-evaluate levels of helping skills obtained for each theory.
  4. Explain internal and external factors affecting counseling relationships according to theory
  5. Apply both general and theoretically based advanced skills in the helping processes.
  6. Apply principles proposed by each theory of how helping relationships can facilitate coping among individuals confronting societal changes.
  7. Explain how each theory views the nature of human roles held by an individual.
  8. Explain how each theory views factors influencing and/or causing person abuse.
  9. Explain factors influencing and/or causing substance abuse as described by each theory.
  10. Apply principles of major personality theories to facilitate change in an individual's personality as prescribed by each theory.
  11. Identify and explain how each theory views abnormal (e.g., deviant, pathological or psychopathic) behavior.
  12. Apply professional ethical standards in practical situations.

The MSU counseling faculty recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts (ACA 2005 Code of Ethics Preamble).

V.Content Outline:

  1. Counseling Profession
  1. Roles & Functions
  2. Ethics
  3. Personal Development
  1. Foundational Counseling Skills
  1. Attending (verbal & nonverbal)
  2. Reflecting Feelings
  3. Summarizing
  4. Paraphrasing
  5. Confrontation
  6. Immediacy
  1. Counseling Theories
  1. Brief Counseling
  2. Psychodynamic
  3. Adlerian
  4. Gestalt
  5. Cognitive
  6. Behavioral
  7. Cognitive-Behavioral

VI.Instructional Activities:

Experiential Skill Practice and Professional Behavior

Students will practice and evaluate theoretically based skills and counseling approaches through in-class role-play and practice which will be supervised by the instructor.

Due to the naturalistic environment of these practice sessions, students may become aware of personal and sensitive material. Strict confidentiality will be expected based on the 2005 ACA Code of Ethics. Breaches of confidentiality will result in grade reduction and possible program dismissal.

Live Supervision

Students will be observed by the supervisor during the practice portion of class.

VII.Field, Clinical, AND/OR LABORATORY ExperienceS:

Students will practice and evaluate skills through in-class role-plays allowing students to participate as both counselor and client while experiencing each theoretical approach.

VIII.Resources:

  1. Authorities: Ellis, Freud, Glasser, Perls, Rogers, etc.
  2. Course Text
  3. Handouts
  4. Instructor Feedback
  5. Library Resources

IX.Grading Procedures:

  1. Course Requirements:

Transcription and Taping #115%

Final Transcription and Taping20%

Quizzes10%

Online Discussions 10%

Advance Technique Paper15%

In Class Presentation20%

Attendance & Participation10%

Total100%

  1. Grading Scale:

A = 90 – 100

B = 80 – 89

C = 70 – 79

E = Below 70

NOTE: It is important to note that students who demonstrate personal limitations that might impede future performance, or consciously violate ethical standards and/or are ineffective and/or harmful to clients, will not receive instructor endorsement to continue in clinical courses.

  1. Assignments:
  1. Transcripts & Tapings (Transcription & Taping #1 = 15%): Students will submit one verbatim transcript and tape to the instructor. The transcript is a verbatim record of a counseling interview. The instructor will provide the instructions for this transcript – please do not deviate from this format. The transcript should be typed on a word processor and in tables at least size-12 font. Leave room in the margin for comments (minimum of 1 inch margins). Tables are required as it assists in making it visually easier to see how your response affects the client’s response. The typewritten transcripts, tapes, and self-assessments should be submitted in an envelope with the tape, which is to be set at the beginning of the portion that you transcribed. The length of the taping is 10 minutes.

A session self-assessment should also be submitted for review. The self-assessment should include (a) an identification of the client’s presenting concern, and (b) the student’s self-assessment of the taped counseling session.

Guide for Writing the Self-Assessment Portion of Your Counseling Session: The following questions may help you analyze your work that is included in your transcript:

  1. What were you thinking or feeling when the client said that?
  2. Were you able to respond to the client’s content and/or feelings?
  3. What alternative response could you have given your client?
  4. What were the nonverbal behaviors of your client?
  5. How did you demonstrate that you were open to your client?
  6. What, if any, verbals or nonverbals demonstrated your emotions (such as approval, disapproval, relief, anxiety, etc.) at what your client said or did?
  1. Final Transcript & Videotape (Final Exam [(20%]): One final 10-minute videotape demonstrating your grasp and appropriate use of the skills learned during the semester will be completed with analysis. This tape and self-assessment will be turned in to the instructor for evaluation by the due date on your syllabus. Please answer the following questions (2-4 pages, double spaced):
  2. What issue(s) did the client present in session?
  3. What is your hypothesis about the client?
  4. What were your strengths and challenging points in the session?
  5. What responses would you change if you had it to do all over again (focus on the key responses)?
  6. What client issues do you think should be addressed in future sessions?
  7. What techniques/interventions would you use to work on these issues?
  8. Identify 2 advance counseling techniques interventions you used in the session and explain your rationale for each one.
  9. What questions would you have for your supervisor in working with this client?
  1. Quizzes (10%): Quizzes will be given throughout the duration of the semester and will cover material from assigned readings. No makeup quizzes will be given; as such, students must be present and on-time to take the quiz. The ten highest quiz scores will count towards the final grade.
  1. Online Discussions (10%): To gain a deeper understanding of class material and to improve student’s own development as a reflective counselor, students will reflect upon class activities and readings by participating in online discussions. Discussion threads should address the discussion forum (i.e. topic) by describing personal reflections and insight. Also, it is expected that each student will critically respond to at least one other student’s thread. Grades will be calculated in the following manner: ½ point for addressing the forum and ½ point for responding to a thread. A total of ten points will count towards the final grade.
  1. Advance Techniques Paper (15%): Each student will write a paper (minimum five [5] typed pages [12 inch font, times new roman, one-inch margins]) describing an advance counseling technique; the theory it originates from; its effectiveness through a literature review; the populations for whom or settings in which the technique may be most effective or least effective; and the rationale for further research. This assignment should be in compliance with the APAPublication Manual: 6th Edition (2010). Instructor will provide rubric.
  1. In-Class Presentation (15%): Each student will present the technique described in his or her advance techniques paper. The presentation will be approximately 15 minutes and should include a typed handout to be distributed to each class member.
  1. Attendance & Participation (10%):Given the interactive nature of this course, attendance is necessary and mandatory in order to develop knowledge and skills to be ethical and effective professional counselors.
  1. Attendance: Due to the seminar format of the course, discussions, readings, and lectures, it is required that students regularly attend class. If for any reason you find that you are unable to attend a class session, it will be your responsibility to personally contact the instructor prior to the scheduled class meeting. Students can only be absent from ONE (1) class meeting (if he or she contacts instructor prior to class meeting) without incurring 5 percentage points being subtracted from their final grade for EACH absence after one. More than three (3) absences will result in a failing grade for CNS 694: Advanced Counseling and Supervision regardless of academic good standing. Therefore, a student absent from two class meetings or one class meeting without prior notification to the instructor will have five percentage points (5%) subtracted from his or her final grade. You may contact the instructor if you know you will be absent from a class through a meeting, e-mail, or telephone message. Above all, I want to know you are safe and okay.
  2. Participation: Participation in CNS 694: Advanced Counseling and Supervisionincludes (a) having completed readings prior to class, (b) having completed all assigned work prior to class, and (c) participation in class discussions. The following criterion will be used to evaluate your participation grade:

(97%)Attended all class meetings and was a leader & facilitator of class discussion.

(94%)Attended all class meetings and was actively involved in class discussion (consistently).

(90%)Attended all class meetings & participated or missed one class meeting, but was actively involved in class.

(87%)Missed one class meeting (or left early from one class meeting) and participated in class discussions.

(84%)Missed two classes meetings (or left early from two class meetings) and was actively involved in class discussions.

(80%)Missed two class meetings (or left early from two class meetings) and participated in class discussions.

(74%)Overall, student was not actively engaged in the course & his or her learning experience, regardless of attendance

(0%)Missed three or more classes (or left early from three or more class meetings)

* Being present in class & doing other activities (e.g., drawing, playing on computer, talking) is not considered being actively involved

ALL ASSIGNMENTS MUST BE TYPED & IN APA FORMAT

Please note: Any assignment not turned in at the designated classroom due date & time will result in ONE letter grade reduction for each day late. Assignments not turned in within three days after the designated classroom due date & time will NOT BE ACCEPTED and result in a failing grade for the assignment.

IF YOU HAVE ANY PROBLEMS WITH ASSIGNMENTS &/OR DUE DATES, PLEASE CONTACT THE INSTRUCTOR PRIOR TO THE DUE DATE SO POSSIBLE ACCOMMODATIONS MAY BE MADE IF NECESSARY.

X.Attendance Policy:

This course adheres to the policy published in the MSU Graduate Bulletin. Additionally, students are expected to be on time for class. Tardiness and/or missed classes can result in a drop in letter grade. Cell phones will need to be off. If you anticipate a situation that requires your immediate attention, put your phone to vibrate.

XI.Academic Honesty Policy:

This course adheres to the academic honesty policy published in the MSU Graduate Bulletin.

XII.Text and References:

  1. Required Text:

Erford, B. T., Eaves, S. H., Bryant, E. M., & Young, K. A. (2010). 35 techniques every counselor should know. Upper Saddle River, NJ: Pearson Education, Inc. (ISBN-10: 0131702823)

  1. Other Required Selections:

Instructor assigned readings (e.g., journal articles) will be distributed in class

  • Students are expected to read assigned chapters/articles prior to each class
  1. References:

American Counseling Association. (2005). ACA Code of Ethics 2005. Alexandria, VA: Author.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

XIII.Prerequisites: CNS 619

XIV.NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, 103 Wells Hall. 270-809-3155 (voice), 270-809-3361 (TDD).