HDL 654 (001)

COUNSELING PROCESS AND APPLICATIONS I

FALL 2009
H 313

Instructor: Amy Patraka Ginsberg, Ph.D. Office: Pratt 214

Email: amy.ginsberg@liu.edu Off Hrs: Tue/Wed 2:30-4pm
Phone: 718-246-6308 or by appointment

Course Description

Counselor characteristics and behaviors that influence helping processes are

addressed. Focus is on interviewing methods, counseling skills, goal setting, treatment
planning, assessment, diagnosis, documentation and report writing. Both direct service
and consultation skills are discussed. The importance of self-awareness and analysis
toward counselor effectiveness is highlighted.
Three credits.

Course Objectives

1. Students will demonstrate an orientation to wellness and prevention as desired

counseling goals (CACREP Core 5.a.);
1. Students will demonstrate an understanding of counselor characteristics and
behaviors that influence helping processes (CACREP Core 5.b.);
2. Students will demonstrate an understanding of essential interviewing and
counseling skills (CACREP Core 5.c.);
3. Students will use their understanding of different theories and models to develop
their own personal model of counseling (CACREP Core 5.d.);
4. Students will show possession of a general framework for understanding and
practicing consultation (CACREP Core 5.f.);
5. Students will demonstrate an understanding of multidisciplinary immediate,
intermediate and long term responses to crises, emergencies and disasters,
including the use of psychological first aid strategies (CACREP Core 5.g.)

Required Book

MacCluskie, K. (2010). Acquiring Counseling Skills: Integrating Theory,

Multiculturalism, and Self-Awareness. Upper Saddle River, NJ: Pearson/Merrill.

FYI: The campus bookstore (www.brooklyn.liu.edu -> quick links -> bookstore) has this
book. According to the website, it costs $69.85 (new) and $52.40 (used/if available).

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I checked www.amazon.com as well: $53.55 (new) and from $41.43 (used).

Note: Wherever you choose to get the book, please try to have it in hand by the
first week of classes.

Recommended Books

Any and all of the following are suggested for current or future reading.

• Fisher, A. Q., & Rivas, M. E. (2001). Finding fish: A memoir. New York: Harper
Paperbacks.
• Israeloff, R. (1990). In confidence: Four years of therapy. New York: Penguin
Books.
• Jamison, K. R. (1995). An unquiet mind: Memoir of mood and madness. NY:
Vintage Books.
• Jamison, K.R. (1999). Night falls fast: Understanding suicide. New York:
Vintage Books.
• Day, P., Estepa, A., & Desetta, A. (Eds.) (1998). Things get hectic: Teens write
about the violence that surrounds them. New York: Touchstone.
• Kaysen, S. (1993). Girl, interrupted. New York: Turtle Bay Books of Random
House.
• Pelzer, D. (1995). A child called It: One child’s courage to survive. Deerfield
Beach, FL: Health Communications.
• Pelzer, D. (1997). The lost boy: A foster child’s search for the love of a family.
Deerfield Beach, FL: Health Communications.
• Pipher, M. (2003). Letters to a young therapist. New York: Basic Books.
• Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New
York: Ballantine Books.
• Pollack, W. S. (2000). Real boys’ voices. New York: Penguin Books.
• Ramsey, M. (1995). Where I stopped: Remembering rape at thirteen. NY:
Putnam & Sons.
• Sebold, A. (2002). Lucky: A memoir. Back Bay Books.
• Yalom, I. D. (1989). Love’s executioner and other tales of psychotherapy: For
anyone who’s ever been on either side of the couch. New York: HarperCollins.

New and used copies of these books are widely available in bookstores and online.

Mode of Instruction

This section of this course is being taught in a blended or hybrid format. This means
that some class time (in this case, approximately 1/3) will be replaced with experiential
and online work. As you’ll see on the schedule that follows, we meet together 10 times
instead of 14 times. Students are expected to attend all in-class sessions as scheduled
and to complete all assignments within the specified time periods.

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Success in this course requires considerable personal commitment, self-discipline and
internal motivation, as well as regular access to a fully equipped and functioning
computer with high-speed Internet access. If you know now that this may pose a
problem for you, please see me immediately.

We will use WebCT for this course. This is a website that has been designed just for
this course; it houses the course syllabus, assignments, calendar, learning modules,
web links, and mail, amongst other functions. You will access our WebCT site regularly
for this course. To get started, go to https://my.liu.edu, and click on Activate My
Account. Once your account is activated, you can get to our WebCT site through
https://my.liu.edu or through www.brooklyn.liu.edu, where there is a direct link to
WebCT at the bottom of the page. After logging in to WebCT with your username and
password, you will see a list of your courses that are using WebCT. Click on our
course. Then review the Student WebCT Guide that is accessible from our home page.

If students have any difficulty with using WebCT or in fulfilling course

requirements for any reason, they are expected to contact me immediately. For
technical issues, students can also get computer help at the “genius corner” of the
Cyber Café located next to Quizno’s on the 1st floor of the Pratt building. The hours of
the Cyber Café are Monday through Thursday, 10:30-5, and Friday, 10:30-3.

Confidentiality: Throughout this course, students will be required to grapple with a host
of personal issues and experiences that are relevant to becoming professional
counselors. Some of this will be shared orally and other experiences, thoughts, and
feelings will be shared though written assignments submitted to me and to your fellow
students. It is expected that all personal information disclosed during this course will be
kept within the confines of this course and its participants. Feedback must be supportive
and constructive. Respect for one another is critical.

Instructor’s Assumptions and Expectations

I assume that students have made a serious decision to commit considerable time,
effort and money toward becoming effective counselors. My overriding goal is to
structure courses in such a way that brings the material to life for students and
encourages them to become more knowledgeable and skilled in selected areas. In this
regard, I am always thinking of the bottom line, imagining you working in the field as a
professional counselor and incorporating classroom practices and assignments to foster
knowledge and skill that will be applicable to your work. Thus, this course can be
described as “performance-based,” meaning that the intended outcome is students’
improved ability to perform well the tasks of effective counselors. This is only one
course in a series of many and you are not expected to leave here totally proficient in
the work of the counselor. Rather, you are expected to increase your knowledge and
skills in important areas, which combined with the knowledge and skills from other
courses and practicum experiences, will prepare you to become effective counselors.

In order to accomplish this goal, students are expected to do the following:

• Attend class regularly and arrive on time.
• Inform me if you must be absent.
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 • Actively participate in class discussions, activities, and assignments.
• Keep up on the readings and submit work on time.
• See me if assistance is needed.

Students with Disabilities

Students needing accommodations for a disability are advised to contact Phyllis Brown-
Richardson of Special Educational Services (Pharmacy Building, street-level, rooms B-
03 and B-04; 718-488-1207, Phyllis.brown-richardson@liu.edu). Please also come see
me if I can be helpful to you.

Academic Integrity

The faculty of the School of Education has adopted the LIU, Brooklyn Campus Faculty
Senate definitions of both academic integrity and the various forms that academic
dishonesty can take, for example, plagiarism and cheating. As stated in the definitions,
“academic integrity is the practice of honesty and openness in scholarly, creative, and
communal endeavors.” For a fuller description of academic integrity and related issues,
please refer to the School of Education Student Handbook.

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Schedule

Week Date Meeting Topic Reading Due Assignment Due

1 Sept 9 In-class Becoming a Chs. 1 & 2

Professional
Counselor
2 Sept 16 In-class Skill-by-Skill, Starting Chs. 3 & 4 Ch.1 Personal
with Attending Reflection

3 Sept 23 Online Client Observation & Chs. 5 & 6 Ch. 1 Classmate

Basic Counselor Responses
4 Sept 30 In-class Verbal Responses
5 Oct 7 In-class Questioning Ch. 7
6 Oct 14 Online Triads meet
7 Oct 21 In-class Reflection of Feeling Chs. 8 & 9 Triad Analysis #1
and Meaning (Oct 19th)
8 Oct 28 Online Triads meet
9 Nov 4 In-class Confrontation Ch. 10 Triad Analysis #2
(Nov 2nd)
10 Nov 11 Online Triads meet
11 Nov 18 In-class Counseling Theories Triad Analysis #3
(Nov 16th)
12 Nov 25 Online Watch Antwone
(Friday Fisher
sched)
13 Dec 2 In-class The Counseling Chs. 12 & 13
Process, Intake
Interviews, and Initial
Assessment
14 Dec 9 In-class Empirical Supported Chs. 14 & 15
Techniques, Common
Factors, & Integrated
Case
Conceptualization
15 Dec 16 In-class Self-Awareness & Ch. 16 Antwone Fisher
Self Care analysis
(Dec 18th)

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Assignments

I. Chapter 1 Personal Reflection – For Discussion

Throughout the text, the author presents opportunities for Personal Reflection, asking
questions for readers to consider how they individually relate to the content of that
chapter. In Chapter 1, there are five Personal Reflection opportunities (see pp. 3, 5, 6,
and 7). After reading the whole chapter, choose one of these Personal Reflections and
respond to it as honestly, thoroughly and clearly as you are able. Write a 2-3 page
paper (500-750 words) in which you answer all parts of the questions that are posed.

Assignment Evaluation (10 points):

9-10 = The paper is focused, on-point, and clearly written. Introspection and self-
awareness are apparent. Important questions are raised and preliminary
answers are hypothesized.
8 = The paper is mostly focused, on-point, and clearly written. Some
introspection and self-awareness are apparent. Questions are raised and
answers are hypothesized.
7 = Focus and clarity are lacking to some extent. Introspection and self-
awareness may not be readily apparent. Questions, if raised, are left
unanswered.
6 and below = Paper is unfocused and/or unclear. On-point personal reflection is
not apparent.

Due Date: September 16th, submitted through the Discussions tool in WebCT. When in
Discussions, click on Chapter 1 Personal Reflection. Then click on Create Message. A
new window will appear. In the subject line, type your fist name followed by Personal
Reflection (e.g., Amy’s Personal Reflection). In the Message box, copy the Personal
Reflection questions you are answering. There are two ways you may submit your
reflection: 1) Prepare your paper in Word, save it on your desktop, and upload it as an
attachment through the Add Attachments box. 2) Prepare your paper in Word, proofread
and edit it as needed, and then cut and paste it into the Message box. After inserting
your reflection, you may preview it if you wish, and then click on Post. If your work is
interrupted before you are ready to post it, click on Save as Draft and return to it later.

You are sharing your reflection not only with me, but also with your classmates.
However, when I submit a grade, it is received only by the individual student, and is
viewable through the My Grades tool.

II. Chapter 1 Classmate Responses – For Discussion

Read through each of the Personal Reflections provided by your classmates. Choose
one that has not yet been responded to and provide a 2-3 page (500-750 word)
response. Responses are to demonstrate the following: 1) a summary that conveys an
understanding of what has been shared; 2) a non-judgmental, non-evaluative,
supportive personal association or relating to what has been shared; and 3) some
questions or comments for further thought.

Assignment Evaluation (10 points):

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 9-10 = All three parts of the assignment are addressed clearly, thoroughly, and
supportively.
8 = All three parts of the assignment are addressed to some extent, but could be
clearer, more thorough or more helpful.
7 = Understanding of what has been shared is somewhat unclear. Response
appears somewhat evaluative. Questions or comments are incomplete are
absent.
6 and below = Response is largely off-target and/or difficult to follow.

Due Date: September 30th, submitted through the Discussion tool in WebCT. When in
Discussions, click on Chapter 1 Personal Reflections. Click on the name of the person
to whose reflection you wish to provide a response. Click on Reply and provide your
response using one of the two methods listed above (e.g., attachment upload or cut &
paste).

** Note: After this preliminary response, students are encouraged to continue to use the
Discussion tool to proceed with grappling with the issues raised in these reflections.
You may respond to anyone’s postings and may contribute as often as you would like.
The one rule is that comments and questions must be posed respectfully and
constructively. Check the Discussion messages every few days and contribute
regularly. The more that you put in, the more you get out…. (no grading after the first
reflection and response)

III. Triad Analysis #1

Triad: During the week of October 14th, meet with your group and engage in three
counselor-client-observer role-plays of 10-15 minutes each, rotating such that each
participant serves in each role. Position yourselves in a quiet, private space, with the
counselor and client sitting at a comfortable distance and placement for dialogue. The
observer should be between the pair, back a bit so as not to be in their visual space.
• Client: Share a current, real issue that you are experiencing. For example,
dissatisfaction with a work situation, an interpersonal relationship, a personal
goal that you are working on, something that is causing you distress, but not
so much so that it is inappropriate for you to use this in a class exercise.
(This will be discussed further in class.)
• Counselor: Based on what you have learned from chapters 4-7 and our
class discussions, use attending skills, basic counselor verbal responses, and
questioning to try to understand more fully and appreciate what the client is
experiencing.
• Observer: Staying silent throughout the role-play, your job is to take copious
notes, writing down a description (not interpretation) of whatever you see and
hear. Observe the non-verbal behavior of both the counselor and client.
Write down verbatim as many of the counselor’s utterances as you can. You
are responsible for keeping time, using a hand signal to notify the counselor
when ten minutes have passed so the counselor can start winding down. If
the role-play is still going on after fifteen minutes, you are responsible for
calling time. You will then facilitate a 10-minute processing of the interaction,
in which the counselor, client, and observer share their impressions of what
transpired. At the end of the processing, give your notes to the counselor.
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 Analysis: Write a 2-3 page paper (500-750 words, double-spaced) of your
experience in the counselor role. Comment of your use of attending skills, basic
counselor verbal responses, and questioning. Refer to your use of specific skills as
they were presented in class and in the text. Divide your paper into three parts:
summary of your use of these skills, perceived areas of strength, and areas in which
you are eager to improve.

Due Date: October 19th, submitted through the Assignments tool in WebCT. Papers
should be submitted in .doc (Microsoft Word) format and uploaded as an
attachment. These papers are submitted only to me.

Assignment Evaluation (10 points):

9-10 = Paper clearly summarizes the student’s use of the host of skills that were
the focus of this role-play and the student’s perceived strengths and limitations.
Student demonstrates self-awareness and insight in analyzing the nature of the
interaction.
8 = Paper clearly summarizes the student’s use of some of the skills that were
the focus of this role-play. The student’s strengths and limitations are addressed,
although briefly or with little insight.
7 = Summary is somewhat unclear; strengths and limitations are minimally
addressed or lack clarity or focus.
6 and below = Paper is largely off-target or difficult to follow.

IV. Triad Analysis #2

Triads meet the week of October 28th.

Same process as above. Same groups; same pairs.
Skills: Add Reflection of Feeling and Meaning.
Analysis: Same as above; add use of Reflection of Feeling and Meaning.
Due Date: November 2nd.
Evaluation: Same as above (10 points).

V. Triad Analysis #3

Triads meet the week of November 11th.

Same process as above. Same groups; same pairs.
Skills: Add Confrontation
Analysis: Same as above. Add use of Confrontation.
Due Date: November 16th.
Evaluation: Same as above (10 points).

VI. Antwone Fisher Analysis

Essay exam distributed and submitted through Assignments tool in WebCT. DVD is on
reserve in library. (2 essays x 25 points each = 50 points)

Exam Distributed: week of December 7th

Due Date: December 18th (no exams will be accepted after this date)
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