Alternating Monday nights, 6:00-10 pm, 9/13, 9/27, 10/11, 10/25, 11/8, 11/22, and 12/6.

There shall be lectures and practice in each class session. There will be one 10 minute and one 15 minute break in every class.

1. Development of basic clinical skills from both a Biblical and psychological perspective.
2. Development of awareness of the clinical process, and to experience being the counselor, the client, and the evaluator.
3. Assessment of your personal strengths and weaknesses in demonstrating clinical skills.

• The student will be able to understand and identify basic clinical skills

• The student will experience and build understanding of being

• The student will tap into their own intuitive senses as a way to more deeply understand their clients’ beliefs and feeling.
• The student will hopefully open one’s self to the Holy Spirit’s guidance and counsel and recognize that all healing ultimately comes from God.

1. Attendance and participation in class sessions.
2. Journal: Read text assignments and do one exercise from each chapter read, prior to class. Write a journal entry summarizing what you learned doing these exercises Be ready to share the results of the exercises and this journal entry at each class session. If there is no specific exercise in the chapters assigned, you will need to personally react to some point that was made in the assigned reading.
3. Tapes: Record two audio or videotapes of yourself, as a counselor, demonstrating learned clinical skills. From each tape (of at least 30 minutes) pick a segment of consecutive counselor (your) responses to evaluate that include at least 12 responses that are a minimum of 3 words each. Type up a written "word for word" transcript of that section of tape using the attached format. Each counselor response (you) should be accurately evaluated according to the following list of skills. You may give alternate responses in your critique to demonstrate your knowledge of the skills if you found you did not adequately demonstrate them in your tape.

In the first tape you will try to demonstrate the skill of accurate empathy from the developmental model and the skills of open & closed questioning, and positive asset search from Intentional Interviewing. You must either accurately demonstrate four Empathy 3 responses or give four as alternate responses. You must demonstrate a reflection of two or more positive assets in one response or in an alternate response. You must write summaries at the end to demonstrate that you understand where you did or did not demonstrate the skills of Acceptance, Genuiness and Concreteness according to the Developmental model.

In the second tape you will demonstrate advanced empathy, confrontation, immediacy and self-disclosure from the Developmental model and feedback, from Intentional Interviewing. At the end you must summarize how using two of the above skills pointed the client toward change, citing at least two examples from specific critiqued responses.

The clients in these tapes should not be family members. The problem the client discusses need not be deep but a real concern is better than a role-play. You will need to include some brief intake information and also get a signed release from your client to use the tape (anonymously) for class evaluation (see sample). The signed release may have just initials or first name to protect confidentiality and will constitute a grade drop if absent from tape evaluation when it is turned in.

*****Please follow the format used on the attached samples*****

4. Self Awareness paper: Fill in Table 14-1 (in II&C) and write a 4-7 page paper reflecting the awareness gained from filling out the table, and from reading the book Messages. Also, integrate your spiritual values and faith with your view of counseling, and the spiritual impact you are having or hope to have, on others through using learned clinical skills. Include 2 quotes from outside sources that support your views and/or experience. Use the library resources listed in the catalogue (Attach a copy of the table 14-1 to the paper.)
5. Partner Presentations: With a partner pick 1 skill from the list presented in class. Prepare a 5-8 min. presentation for each skill consisting of teaching the skill and doing a mock role-play demonstrating that skill. Also, some type of visual aid must be used in teaching the skill (i.e. handouts, overhead, etc.) All skills are found in the Intentional Interviewing book. You must be ready to present at the beginning of class and going over the time limit will detract from your grade.

 

6. Final: You will view a short counseling session. You will be required to identify and evaluate the skills presented using the skills from the Developmental model, plus questioning, positive asset search, and feedback from Intentional Interviewing.

An attendance and reading log sheet will be filled out at the beginning of each class. If you are going to miss a class, please write the date and reason on your sheet. Absences will affect the absence and participation grade, so please only miss class if absolutely necessary.

All papers must by typed, double-spaced on white paper. I expect grammar and spelling to be correct. Papers with more than 5 grammar/spelling errors will be returned and must be resubmitted in corrected form. Points will be deducted for late papers.

• 1" margins top, bottom and sides
• Double-space (= 3 vertical lines per inch, 27 lines per page)
• 12-point standard font (Arial font)
• Indent paragraphs 5 spaces or 0.6 inch (Western's Thesis standard is 5/8 inch)
• No extra line-feed between paragraphs (Format-Paragraph-Space After)
• Underline section headings
• Staple; no paperclips, folders, or fanfold
• Page numbers

My Partner is

Topic #1 Date of Presentation

Topic #2 Date of Presentation

DATE OF INTERVIEW: 9-5-98

NAME OF CLIENT (first name or fake name only): Sara

SIGNED Sara DATE 9-29-98

TRANSCRIPT FROM TAPE CRITIQUE OF RESPONSE

(exact words said, please identify speaker)

S: Every time that I talk to my mom on the phone

we end up angry at each other. I don’t mean it

to but it ends up that way anyway.

J: So, you’re feeling upset because even though you 1. Empathy 3 - content and feeling

don't want it to end that way it seems like you end.

every phone conversation with your mom angry

S: Yeah, it really wrecks my whole day if I talk to

my mom in the morning because I’m angry at her

for what she said to me, guilty because I’m not the

good daughter and discouraged because I don’t

know if it will ever get better.

J: Wow, this relationship is really important to you 2. Empathy 2 - content only

so when things don’t go well if affects many parts of

S: Yeah, I’m really discouraged with life.

J: How would you like your conversations with your 3. Open question (I could have use an empathy 3)

mother to end? "You feel discouraged because it seems like things with your mother will never change"

This critique would continue until 12 counselor responses (of more than 3 words) were critiqued.

• ACCEPTANCE: (point out where you did or didn't demonstrate acceptance (and respect) and how you demonstrated it)
• GENUINENESS: (do the same as above)
• CONCRETENESS (do the same as above)

Genuineness - I genuinely like, respect and care for Sarah so my responses sound how I really feel. I tried to make sure my body language and facial expressions match what I feel/felt. One time I was really tired when we met so I told her that right away so she would know how to interpret my yawns or tired looks and I think that really helped.

Concreteness - I showed concreteness by listing her feelings, by getting to the exact words said between her mother and her and by reflecting the details of the latest argument with her roommates. When her feelings were vague I tried to use a more specific word (tentatively) when I reflected feelings (see response #6).

Immediacy - In response #12 I commented "you had a look of excitement when you told me that your mother had shared some stories about her life as a teen. I sense you are ready to take some more risks with relating to your mother as a person!" This led to plans of how she could reshape her relationship in a way that would give her and her mother a fresh start, more as friends.