Professional Documents
Culture Documents
Course Description: In this masters-level course, students will engage in learning specific to the
development of the helping relationships in therapeutic settings. The course will begin with a
review of the history of helping relationships and will provide discourse on the basic premise of
helping relationships. This course will help students distinguish the basics of helping
relationships, and will explain the differences between professional counseling and other helping
professions. It will cumulate in students’ demonstration of basic helping skills in the form of a
recorded and transcribed therapeutic session with a mock client.
Class Project – Syllabus for Master Level course in Helping Relationship 3
Course Standards: Learning outcomes, course goals, and assignments will adhere to The
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
standards. Professional interactions in class between peers and instructors will be guided by the
American Counseling Association (ACA) Code of Ethics. All submitted work should be
consistent with the guidelines found in the Publication Manual of the American Psychological
Association, 6th edition.
Learning Environment: This course will take place on Wednesday of each week and will
include both an online and face-to-face component. PowerPoint slides used in face-to-face class
sessions will be made available to students upon request.
Attendance and Participation: Students are expected to be prompt and attend all class sessions.
Expectations of this course are that you will attend all face-to-face class session consistently
prepared to discuss the week’s topic, ask substantive questions, and engage in all activities. Each
student is responsible for material that is covered in each class. Students are expected to notify
the professor of any absences in advance; individuals with more than two absences from face-to-
face classes may be subject to a penalty in final grading.
Class Project – Syllabus for Master Level course in Helping Relationship 4
Academic Policy: Students will adhere to the Academic policy of Zio & Jump University and
are expected to submit original content for each assignment and discussion board post.
Plagiarism will not be tolerated and may result in suspension of participation in the course.
Please refer to your Zio & Jump University Student Handbook for more information.
ADA Accommodations: This course fosters helping relationships not only in the counseling
profession, but in the classroom. Students requiring access to technological support or other
learning support may feel free to speak with the instructors of this course. Accommodations are
available for any student with a documented disability that may impact course work. A resource
for students not wishing to discuss this with instructors may contact the Center for Student
Success at 888-501-2234 or by email at studentsuccess@zjuniveristy.edu.
Course Goals:
1. Students will be able to explain basic helping profession skills, and will demonstrate an
understanding of these skills throughout the course (2.F.5.a, b, c, d, e, f, g, h, j, k, l.).
2. Students will be able to compare attributes specific to the helping relationship in the
counseling profession and differentiate these from other helping professions (2.F.5.m.).
3. Students will demonstrate the development of attitudes and empathic skills conducive to
professional development as a helper (2.F.5.n).
Learning Objectives: Upon completion of this course, students should be able to:
1. Recall the historical development of helping profession models, including the
development of counseling theories (5.C.1.a., b, c).
2. Identify different helping relationships, and differentiate between professional counseling
and other helping professions (5.C.1.c, e, C.2.a, b, c, d, I, j, k, l, m, C.3.a, b).
3. Evaluate verbal and nonverbal skills that helping professionals use, and assess effective
methods of communication used within the helping relationship (5.C.2.a, b, c, d).
4. Examine multicultural issues that impact the helping relationship, and compare methods
of incorporating multiculturalism into helping professions (5.C.2.c, f, g, j, C.3.e).
5. Summarize the stages of the helping process, and analyze models of helping
relationships, to formulate a professional identity as a helper (5.C.1.c, e., C.2.b, k).
Class Project – Syllabus for Master Level course in Helping Relationship 5
6. Demonstrate use of basic helping relationship skills, such as rapport building, reflection,
challenging, paraphrasing, and providing feedback (5.C.3.a, b, c, d, e).
7. Employ basic assessment tools to assist prospective clients in developing goals, and plan
methods of goal setting that incorporate client strengths (5.C.1.e., C.2.k, l., C.3.a.).
8. Discuss common practices of helpers in the counseling profession through class dialogue
and vignettes, as well as selected readings from The Gift of Therapy (5.C.2.e, f, g, j, m.,
C.3.a, b, e.).
Major Course Assignments: This course requires weekly participation in face-to-face classes,
as well as weekly blackboard discussion posts using questions prepared by the instructor. Two
writing assignments will be submitted throughout the course, documenting comprehension of
helping relationships. Students will also demonstrate the ability to apply helping skills through
recorded and transcribed counseling sessions with a mock client.
Rubrics for all assignments and discussion board posts can be found on the
Blackboard classroom portal.
Helping Skills in Action (Recording & Transcript) *Due by Sunday of Week 10*
o Conduct a 6-8 minute interview with a partner from this course and audio record
it. In this interview, please demonstrate the use of helping skills you have learned
throughout the course. Please select a portion of this audio recording that provides
the best example of your ability to use helping relationship skills and transcribe it
(no more than 5 minutes transcribed) and follow this transcription with a 1-2 page
evaluation of your use of helping relationship skills and any insights gained.
The Professional Helper (Recording & Transcript) *Due by Wednesday of Week 12*
o Conduct a 15-minute interview with a mock client from a work or personal setting
and video record it. In this interview, please demonstrate the use of helping skills
you have learned throughout the course. Please transcribe the first 5 minutes
(opening sessions) and 5 minutes of closing session where you demonstrate the
ability to effectively begin and terminate a session. Submit this transcript with 1-2
page evaluation of your use of helping relationship skills and any insights gained.
Late Policy: Students are expected to submit written assignments on time; late submissions will
be subject to a 15% deduction in grade for each day. Students who require extensions on
assignments due to medical, family, or other emergencies must notify the instructors as soon as
possible. Upon return to coursework or submission of assignment following extension,
documentation must be provided that verifies request for extension (e.g. doctor’s note or medical
clearance). Extensions will be granted on a case-by-case basis and students are still expected to
complete all relevant coursework to receive a final grade.
Instructor Feedback and Course Interaction: In addition to feedback and interaction during
in-person sessions, the instructor will log into Blackboard three to five times each week. The
instructor will read each post and response and will respond to at least 50% of the students.
Grades and constructive comments on all assignments and posts/responses will be returned
within seven (7) days following submission. In unforeseen and emergency situations, the
instructor will notify the class through email and Blackboard announcement.
Class Project – Syllabus for Master Level course in Helping Relationship 7
CACREP
Topics of Discussion Readings and Assignments
Standards
Okun, B. & Kantrowitz, E. (2015): 1.a,b,d,e
Chapters 1 & 2 5.a
1.c,d,e,g
Allen et al. (2018): 4.e
WEEK Skills Reviews Chapter 14
12 5.a,b,c,d,e,f,g
Final Project Discussion
Final Mock Interview and Transcript Due
Grading Policy
Grading is conducted by a point system. The following details the points available for each
assignment and discussion board due in the course. No weight or grading curve will be applied.
Discussion Board: 110 points
(6 points for submission and 4 points for student responses) x 11
Week 4 assignment 25 points
Week 8 assignment 25 points
Week 10 assignment 35 points
Week 12 Final Project 65 points
Total: 260 points
Class Project – Syllabus for Master Level course in Helping Relationship 10
Grading Scale
A B C D F
100- 90% 89-80% 79-70% 69-60% <59%
260-234 pts 233-208 pts 207-182 pts 181-156 pts <155 pts
Students are advised that any grade lower than a “C” receives no credit in the graduate program
F.A.Q.’s
Will textbooks be required for this course?
Yes. This course will rely heavily upon the two required texts. Additional suggested
readings are listed in the references section and may contribute greatly to your success in
this course if you choose to utilize them. These are available in the student library.
References
American Counseling Association (ACA). (2017). ACA-ACES Syllabus Clearinghouse. Retrieved from
https://www.counseling.org/knowledge-center/clearinghouses/syllabus-clearinghouse
Anderson, L.W.,& Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged
Bazyar, Z., Dastpak, M., & Taghinezhad, A. (2015). Syllabus Design and Needs Analysis of Students in
Boss, K., & Drabinski, E. (2014). Evidence-based instruction integration: a syllabus analysis
Caughlin, D. E. (2014). Enhancing Your Teaching Experience: Developing Your Teaching Philosophy,
Course Syllabus, and Teaching Portfolio. TIP: The Industrial-Organizational Psychologist, 52(2),
94.
Council for Accreditation of Counseling & Related Educational Programs. (2016). 2016 CACREP
Giddens, J., & Duphorne, P. (2007). Syllabus selection: innovative learning activity. Creation of an online
Ludy, M., Brackenbury, T., Folkins, J. W., Peet, S. H., Langendorfer, S. J., & Beining, K. (2016). Student
Impressions of Syllabus Design: Engaging versus Contractual Syllabus. International Journal For
O'Brien, J. G., Diamond, R. M., Cohen, M. W., & Millis, B. J. (2008). The Course Syllabus : A Learning-
Systemics, Cybernetics And Informatics, Vol 14, Iss 4, Pp 13-22 (2016), (4), 13.
clearinghouse/introduction-to-addictions.pdf?sfvrsn=b8af4a2c_4
Sundari, H., Febriyanti Rina, H., & Saragih, G. (2018). Designing Task-Based Syllabus For Writing
doi:10.1051/shsconf/20184200019
Young, M. (2017). Learning the Art of Helping: Building Blocks and Techniques (6th Edition). New
Yalom, I. (2002). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their
As you progress throughout this week, you will begin to learn the framework of helping
relationships, beginning with the origins of counseling and psychotherapy. The course texts will be
immensely helpful in gathering background information on the history of therapeutic interactions and will
provide a good outline for how counseling differs from other helping relationships.
This week will conclude with a discussion board post detailing your evaluation of the history of
psychotherapy and how it established the building blocks of modern counseling. Please use the
assignment as a reflective opportunity to learn more about your role in counseling and how you plan to
best engage in a helping profession.
Learning Objectives:
1. Students will identify various historical events leading to the development of psychotherapy.
2. Students will distinguish key characteristics within psychotherapy practices and comparatively to
other helping professions.
3. Students will evaluate the effectiveness of historical helping relationships against modern
practices using research to support their stance.
4. Students will assess their alignment with identified historical helping models.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 1&2
Alexander Street Press. (2015). Helping Relationships: Creating Measurable outcomes for
counseling [video]. Retrieved from https://search-alexanderstreet-
com.ezp.waldenulibrary.org/view/work/bibliographic_entity%7Cvideo_work%7C3168566
Class Project – Syllabus for Master Level course in Helping Relationship 14
For week one, by Thursday, students are expected to summarize one of the historical models of
helping relationships (i.e. religious or spiritual guides, Freudian psychotherapy models, school “guidance”
counseling). Students are then to find and summarize at least one scholarly article reflecting a “modern”
counseling practice. Students are expected to compare and contrast the two, citing references in APA
style. Additional resources are to be used when necessary to support their evaluation of historical and
modern helping relationships.
How are the two practices similar? How are they different?
Is there a relationship between the historical model you selected and the modern counseling
practice? Did the former inform the latter?
Can you see yourself utilizing either of the two models in practice? Why or why not?
Response: by Sunday of week one, please respond to at least 2 other students in the classroom who
selected a different historical even than you had chosen. Provide insight into how their selected historical
event helped to inform the development of helping relationships from what you gathered in your post.
Class Project – Syllabus for Master Level course in Helping Relationship 15
For this week’s discussion, emphasis should be placed on relation of ethical codes to vignettes
discussed in class. Copies of vignettes will be made available on the online forum to be used during the
discussion board post. Please use one of the vignettes listed in the samples when applying your analysis
of ethical violations and how this impacts the helping relationship.
Learning Objectives:
1. Students will analyze vignettes and discern any ethical violations that have occurred based on the
ACA Code of Ethics (2014). Additionally, students will provide suggestions of how the counselor
in their selected vignette may have acted differently to avoid ethical code violations.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 3
American Counseling Association (ACA). (2014). 2014 ACA code of ethics. Retrieved from
http://www.counseling.org/Resources/aca-code-of-ethics.pdf
Zio and Jump University. (2018). Ethical Dilemmas for Helping Professionals. Retrieved from
http://www.zioandjumpu.edu/classroom/coun/doc/ethicaldilemmas.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 16
By Thursday of week two, students are expected to choose one of the vignettes from this week’s
learning resources (link is below). After selecting one vignette, answer the following questions:
What ethical violations did you observe from the ACA Code of Ethics (2014)?
What could the counselor in the vignette do differently?
What do you see as important about having an ethical code in professional helping relationships?
Response: by Sunday of week two, please respond to at least 2 other students in the classroom who
selected a different vignette than you had chosen. Provide insight regarding your peers’ interpretations of
how the counselor in the vignette may have acted differently.
Class Project – Syllabus for Master Level course in Helping Relationship 17
For this week’s discussion, a video will be supplied in the learning resources. Students will watch
the video (we will do this in class if time allows) and use observational skills to assess the client. Doing
so will build upon prior weeks’ frameworks of helping relationships in how we may best help the client in
the video.
Learning Objectives:
1. Students will assess their ability to use observational skills to assess client needs and will build
upon helping relationship skills.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 4
Zio and Jump University. (2018). Clinical presentation of Major Depressive Disorder in Military
Culture [Video]. Retrieved from
http://www.zioandjumpu.edu/classroom/coun/vid/MDDMilitaryculture.mp4
Class Project – Syllabus for Master Level course in Helping Relationship 18
For week three, students are expected to view the video Clinical presentation of Major
Depressive Disorder in Military Culture (Zio & Jump University, 2018) and examine the non-verbal
communication and presentation of the client depicted in the dramatization. From your observances,
answer the following questions by Thursday:
What were your observations of how the client depicted in the dramatization reacted when the
counselor was introduced? What about during the remainder of the intake?
What did you notice about the client’s appearance? Was there anything striking about their
clothing, demeanor or affect?
How might the counselor use rapport building skills (discussed in the Okun and Kantrowitz text)
to enhance the interaction with the client?
Please cite at least one scholarly article mentioning the use of rapport building skills in
challenging populations (resistant clients, externally motivated clients, forensic populations, etc.).
Response: by Sunday of week three please respond to at least 2 other students in the classroom. In your
reflection, you should integrate feedback on how their observation differed from yours, and how their
observation may result in different means of rapport building.
Class Project – Syllabus for Master Level course in Helping Relationship 19
For this week’s discussion, we will be reviewing the use of the skills discussed in class, and students will
be re-writing examples of inappropriate helping interactions. This will provide a brief evaluation of your
ability to recognize how helping relationship skills look when transcribed, with the comfort of not having
to perform these skills “in the spotlight.”
Additionally, you have a writing assignment due on Sunday this week that requires compilation of the
knowledge attained thus far in the class. Please see the syllabus and in-class material for more details.
Learning Objectives:
1. Students will revise inappropriate examples of helping skill interventions, demonstrating
understanding of more appropriate helping relationship skills.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 4
Zio and Jump University. (2018). Helping Relationship Skills Revision Assignment. Retrieved
from http://www.zioandjumpu.edu/classroom/coun/doc/helpingskillsrevision.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 20
For week three, students will review the examples listed in the Helping Relationship Skills
Revision Assignment. By Thursday, students will post with their revision of the statements made in the
document, exhibiting appropriate use of the four skills: questioning, encouraging, paraphrasing, and
summarizing. Please provide your best examples of re-writing the statements made in each of the four
examples given.
Response: by Sunday of week four please respond to at least 2 other students in the classroom. In your
reflection, contribute feedback on whether or not you found your peers’ re-write to be helpful, and if you
see that they exhibited the use of the fours skills discussed this week.
Class Project – Syllabus for Master Level course in Helping Relationship 21
For this week’s discussion, we will be making use of reflecting skills that are covered during
class. Reflecting can often mean that we are incorporating empathy and ensuring that our interpretations
of the client’s experience are correct. Please ensure that you utilize the Okun text this week in your
discussion board post.
Learning Objectives:
1. Students will demonstrate empathic reflection and will interpret client meaning using a sample
counseling session transcription.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 7
Kim, E., & Kim, C. (2013). Comparative effects of empathic verbal responses: Reflection
versus validation. Journal Of Counseling Psychology, 60(3), 439-444.
doi:10.1037/a0032786
Zio and Jump University. (2018). Empathic Reflection Transcript. Retrieved from
http://www.zioandjumpu.edu/classroom/coun/doc/empathicreflection.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 22
For week five, students will examine the provided document Empathic Reflection Transcript (Zio
& Jump University, 2018). At the conclusion of the lengthy story, please write a response that
demonstrates appropriate reflection and empathy, and post your response to the client as your discussion
by Thursday of this week. Please additionally explain what specific issues the client mentioned and why
you honed in on that specific topic in your reflection.
Response: by Sunday of week five please respond to at least 2 other students in the classroom. Evaluate
their response and provide feedback. Do you believe they did a good job in finding the clients key issues
in the transcription? How did they portray empathy?
Class Project – Syllabus for Master Level course in Helping Relationship 23
For this week’s discussion, we will assess the difference between summarizing and reflecting,
and how using each may result in different meaning being taken away from a helping interaction.
Learning Objectives:
1. Students will demonstrate knowledge of the difference between summarizing and reflecting
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 8 & 9
Johnson, L. J., & Pugach, M. C. (2004). Listening Skills to Facilitate Effective Communication.
Counseling & Human Development, 36(6), 1.
Zio and Jump University. (2018). Helping Interactions with Clients: A Video Case Study [Video].
Retrieved from http://www.zioandjumpu.edu/classroom/coun/vid/clientinteraction.mp4
Class Project – Syllabus for Master Level course in Helping Relationship 24
For week six, please review the video in the learning resources and look for moments the
counselor exhibited summarizing or reflecting. By Thursday, write in your post a timestamp of one
summary and one reflection provided by the counselor. Additionally, assess the client’s (Elaine) response
to these skills.
Response: by Sunday of week six please respond to at least 2 other students in the classroom. Using your
peers provided timestamps, revisit the moment in the video. Was this an accurate portrayal of reflection
and summary? Verify your understanding and support your classmate’s identification of these two skills.
Class Project – Syllabus for Master Level course in Helping Relationship 25
For this week’s discussion, we will be using articles with different viewpoints on counseling with
challenges. Students will compare two ideologies on confrontation and state their alignment with them.
Learning Objectives:
1. Students will support their personal style of challenges with scholarly evidence and will
synthesize an appropriate challenge with a difficult client.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapter 10
Leaman, D. R. (1978). Confrontation in Counseling. Personnel & Guidance Journal, 56(10), 630.
For week seven, please examine the two articles; Leaman (1978), and Strong and Zeman (2010).
What concepts of these two perspectives do you agree with or disagree with. How do these two
perspectives differ? Provide one example of a situation with a client where challenges may be necessary?
Does this differ for a client in crisis (death in the family, loss of relationship)? Post your thought by
Thursday.
Response: by Sunday of week seven please respond to at least 2 other students in the classroom. Describe
your reaction to your peer’s example of when a challenge may be needed. Assess your comfort in
working with such a client and provide a response to your peer on whether or not you personally would
feel comfortable challenging the client.
Class Project – Syllabus for Master Level course in Helping Relationship 27
For this week’s discussion, we will reflect on material in class, and will be stating our
understanding of strengths and weaknesses of our personal values and how this plays into our
establishment of healthy relationships.
Additionally, you have a writing assignment due on Sunday this week that requires compilation of the
knowledge attained thus far in the class. Please see the syllabus and in-class material for more details.
Learning Objectives:
1. Students will complete a personal assessment on values and will interpret how their values may
lead to unconscious biases.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapters 11 & 12
Rokeach, M., & Regan, J. F. (1980). The Role of Values in the Counseling Situation. Personnel
& Guidance Journal, 58(9), 576.
Morrow, K., & Deidan, C. (1992). Bias in the Counseling Process: How to Recognize and Avoid
It. Journal Of Counseling & Development, 70(5), 571.
Zio and Jump University. (2018). Personal Values Assessment. Retrieved from
http://www.zioandjumpu.edu/classroom/coun/doc/personalvalues.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 28
For week eight, please reflect on the results of the Personal Values Assessment you had
conducted. As part of becoming a competent counselor, understanding your values and culture is an
important factor. In your post on Thursday, briefly describe your values and your culture that you have
ascertained from your history and the assessment. Additionally, explain how that might help or hinder
your work with a specific type of client. Are there any clients (particular population or culture) you could
not work with? Why or why not?
Response: by Sunday of week eight please respond to at least 2 other students in the classroom. Provide
reflection on your classmates’ description of challenging clients based on their values. Do you have any
suggestions for them in working with this type of client, or helpful thoughts on resolving bias?
Class Project – Syllabus for Master Level course in Helping Relationship 29
For this week’s discussion, we will be evaluating self-disclosure through a series of transcripts
and vignettes. Students will be interpreting healthy disclosure and will provide suggestions for instances
where the disclosure is inappropriate.
Learning Objectives:
1. Students will assess the purpose and intent of disclosure and will determine what are examples of
healthy self-disclosure in a helping relationship.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Appendix II
Yalom, I. (2002). The Gift of Therapy: An Open Letter to a New Generation of Therapists and
Their Patients. New York, NY: Harper Perennial. ISBN-10: 9870061719615.
o Chapters “The Here and Now” and “Self-disclosure and when to use it”
For week nine, students will examine the three examples provided in the document Self-
Disclosure Analysis (Zio & Jump University, 2018). By Thursday, provide an evaluation of your beliefs
on whether or not each of these scenarios was an example of healthy self-disclosure. Support your stance
with the supplied excerpts from The Gift of Therapy (Yalom, 2002). Make suggestions for how you may
change the inappropriate disclosures if any exist.
Response: by Sunday of week nine please respond to at least 2 other students in the classroom. Did you
agree with your peer’s interpretation of healthy or unhealthy self-disclosure? Build upon their suggestions
of ways they may change unhealthy self-disclosure. Were the changes suggested rooted in ethical
considerations?
Class Project – Syllabus for Master Level course in Helping Relationship 31
For this week’s discussion, you will be reflecting personal style as a helper and a counselor. You
will be asked to consider your theoretical counseling approach, and how the helping skills you have
learned this semester might support this approach.
Your Helping Skills in Action project is due on Sunday of this week. Please come to class prepared with
any questions you may have.
Learning Objectives:
1. Students will develop a greater understanding of how microskills and personal style integrate into
the helping relationship.
2. Students will consider their own personal style and approach to the helping relationship.
Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and
counseling: Facilitating client development in a multicultural society (9th Edition).
Boston, MA: Cengage Learning. ISBN-13: 978-1305865785
o Chapters 15 & 16
Yalom, I. (2002). The Gift of Therapy: An Open Letter to a New Generation of Therapists and
Their Patients. New York, NY: Harper Perennial. ISBN-10: 9870061719615.
o Chapters “Blank Screen? Forget it! Be Real!”
Zio and Jump University. (2018). Counselor Values Inventory. Retrieved from
http://www.zioandjumpu.edu/classroom/coun/doc/valuesinventory.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 32
By Thursday, briefly describe your current counseling theoretical orientation. You may wish to consider
some of the approaches described in your Allen E. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018)
reading. Discuss the helping role a counselor plays in this approach to counseling. How can you helping
microskills support the integration of this approach into your work with clients?
Response: by Sunday of week 10 please respond to at least 2 other students in the classroom. Support
their response with additional scholarly research or provide an alternative view while supporting your
view.
Class Project – Syllabus for Master Level course in Helping Relationship 33
For this week’s discussion, you will be reflecting on your journey into the development of a
helping relationship. Consider the challenges and insights you have discovered though this semester, as
well as areas you would like to develop and explore in the future.
As a reminder, your final project will be due on Wednesday of next week. Please come to class
prepared with any questions you may have.
Learning Objectives:
1. Students will demonstrate the ability to use counseling microskills to develop a helping
relationship.
2. Student will demonstrate the ability to think reflectively and self-assess to discover areas of
strength, weakness, and improvement.
For week 11, you are asked to consider reflect on your journey in becoming a professional helper.
What insights have you gained during this course? What challenges have you discovered as you put your
skills into practice? What two skills do you feel most competent in using with client? Which two skills
do you believe need improvement? How do you plan on developing your competency moving forward?
Response: by Sunday of week 11 please respond to at least 2 other students in the classroom. Provide
constructive feedback to your peers based on your interactions with them in the classroom and online.
Suggest alternative ways for them to develop their helping skills in the future.
Class Project – Syllabus for Master Level course in Helping Relationship 35
As a reminder, your final project will be due on Wednesday. Please come to class prepared with any
final questions you may have.
Learning Objectives:
1. Students will evaluate the benefits and techniques of incorporating counseling microskills in a
therapeutic relationship