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Class Project – Syllabus for Master Level course in Helping Relationship 1

Class Project: Syllabus for Master Level course in Helping Relationship


Wisdom Zio
Bradley D. Jump
Walden University
Class Project – Syllabus for Master Level course in Helping Relationship 2

Zio & Jump University


Spring 2018
COUN 2001 – The Helping Relationship
Instructors: Wisdom Zio - paswisdomzio@hotmail.com
Bradley Jump – jumpbradjump@gmail.com
Office Hours: By appointment
Phone: 888-555-9090
* Contact by email is preferred and an instructor will provide a response within 48 hours.

Credit Hours: 3 graduate credit hours


Prerequisites: COUN 1001 – Foundations in professional counseling

The Helping Relationship


Course Introduction: At the core of everything a counselor does in his or her work with a client
comes from the desire to help. The helping relationship is established through professional
interactions with clients using various counseling skills, techniques, and methods intended to
strengthen rapport and empower the client. COUN 2001 will help scholar-practitioners become
professional helpers in their chosen area of focus within the mental health field.
This course will include discussion based on weekly reading assignments, lectures, discussion
board posts, two writing assignments, and two transcript projects that will require students
demonstrate the use of active listening and basic principles of helping relationships. This course
will utilize Blackboard discussion forums as a medium to conduct weekly discussion posts.

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.

Materials List / Required Texts:


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
American Psychological Association. (2009). Publication manual of the American Psychiatric
Association (6th Edition). Washington, DC: American Psychiatric Association (APA).
ISBN-13: 978-14338-5615.
Okun, B., & Kantrowitz, E. (2015). Effective helping: Interviewing and counseling techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599

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.

Blackboard Discussion and Responses: Blackboard discussions will be conducted weekly.


Your initial posts are due Thursday of each week, and you will be expected to respond to at least
one other student by Sunday. Please see each week’s discussion board prompt to respond.

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.

 Theories of the Helping Profession (2-3 pages) *Due by Sunday of Week 4*


o Select one theory from the development of helping professions (using the Okun &
Kantrowitz text). Examine the benefits of using such a theory of helping
relationship and analyze the drawbacks? Compare this theory to any personal
understanding of helping relationships you have observed in your life; does this
theory coincide with what you have observed?

 Applying Helping Skills (2-3 pages) *Due by Sunday of Week 8*


o Dissect the basic helping skills and provide specific examples of how they may be
applied (review the Young text). Develop a fictitious case study, and describe
how a helping professional in a counseling setting may use these skills. Lastly,
propose how you may begin goal-setting with the client from your fictitious case
study.
Class Project – Syllabus for Master Level course in Helping Relationship 6

 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

PROPOSED CLASS SCHEDULE:

CACREP
Topics of Discussion Readings and Assignments
Standards
Okun, B. & Kantrowitz, E. (2015): 1.a,b,d,e
 Chapters 1 & 2 5.a

Allen E., Ivey, A. E., Ivey, M. B., &


WEEK Introductions to The Helping Relationship.
Zalaquett, C. P. (2018):
1 Foundation of Counseling & Psychotherapy
 Chapters 1 & 2

Blackboard discussion due on Thursday,


Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 1.c,g
 Chapters 3 & 4 5. a,b,c,d
WEEK Building Relationship, Allen et al. (2018):
2 Attending Behavioral Skills,
Ethics in a Helping Relationship  Chapter 3

Blackboard discussion due on Thursday,


Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 3.i
 Chapter 5 5.c,f,g
WEEK Allen et al. (2018):
3 Helping Theories and Observational Skills.
 Chapter 4

Blackboard discussion due on Thursday,


Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 5.g
Reviewing of Helping Theories.  Chapter 6

Helping Skill Development: Allen et al. (2018):


WEEK
 Questioning Skills,  Chapter 5 & 6
4
 Encouraging,
Blackboard discussion due on Thursday,
 Paraphrasing
Responses due on Sunday
Summarizing
Week 4 Assignment Due
Class Project – Syllabus for Master Level course in Helping Relationship 8

Okun, B., & Kantrowitz, E. (2015): 5.a,d,g


 Chapter 7
Helping Relationship and Counseling Strategies
WEEK Allen et al. (2018):
5 Helping Skill Development:
 Chapter 7
 Reflecting
 Exploring Empathy
Blackboard discussion due on Thursday,
Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 5.a,d,g
Reviewing and Applying Helping Relationship
and counseling Strategies  Chapter 8
WEEK Allen et al. (2018):
6 Helping Skill Development:
 Reflecting  Chapters 8 & 9
 Exploring Meaning
Blackboard discussion due on Thursday,
 Summarizing
Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 5.j,k,l,m
Crisis in the Helping Relationship.  Chapter 9

WEEK Advanced Helping Skill Development: Allen et al. (2018):


7  Chapter 10
 Empathic Confrontation
 Challenging conflicts
Blackboard discussion due on Thursday,
Responses due on Sunday
Okun, B., & Kantrowitz, E. (2015): 1.k,l,m
 Chapter 10 5.n
Personal Values and helping others.
Allen et al. (2018):
WEEK Advanced Helping Skill Development:  Chapter 11 & 12
8  Reflecting Meaning
 Interpretation Blackboard discussion due on Thursday,
 Reframing Responses due on Sunday

Week 8 Assignment due


Okun, B., & Kantrowitz, E. (2015): 1.i
Helping Skills integration and Ethical
Considerations  Chapter 10 4.j
5.d
WEEK Allen et al. (2018):
9 Advanced Helping Skill Development:
 Immediacy  Appendix II
 Self-Disclosure
Blackboard discussion due on Thursday,
 Consequences
Responses due on Sunday
Class Project – Syllabus for Master Level course in Helping Relationship 9

Okun, B., & Kantrowitz, E. (2015): 1.k,l,m


 Chapter 11 5.n

Allen et al. (2018):


WEEK
Practicing Microskills and Personal Styles  Chapter 15 & 16
10
Blackboard discussion due on Thursday,
Responses due on Sunday

Week 10 Assignment Due


1.c,d,e,g
Allen et al. (2018):
 Appendix I 4.e
WEEK Skills Review
Ribner, D. S. (2002) 5.a,b,c,d,e,f,g
11
Class Project Review
Blackboard discussion due on Thursday,
Responses due on Sunday

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.

What if I can't access blackboard?


It is recommended that students who use personal laptops or computers install necessary
software to utilize course media. If your system is unable to access blackboard and other
necessary components of the course, you may utilize the student computers in the student
library using your ZJ login.

What is the recording policy for lectures?


Recording is prohibited unless approved directly by the instructors of the course.
Recording lectures or duplicating any material for the course without permission may
result in student dismissal. Refer to your Zio & Jump Univeristy Handbook for more
information.
Class Project – Syllabus for Master Level course in Helping Relationship 11

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

Edition. Boston, MA: Allyn and Bacon.

Bazyar, Z., Dastpak, M., & Taghinezhad, A. (2015). Syllabus Design and Needs Analysis of Students in

Educational System. Advances In Language And Literary Studies, 6(4), 162-165.

Boss, K., & Drabinski, E. (2014). Evidence-based instruction integration: a syllabus analysis

project. Reference Services Review, (2), 263. doi:10.1108/RSR-07-2013-0038

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

Standards. Retrieved from http://www.cacrep.org/for-programs/2016-cacrep-standards/

Giddens, J., & Duphorne, P. (2007). Syllabus selection: innovative learning activity. Creation of an online

critical thinking resource. Journal Of Nursing Education, 46(10), 480.

Logachev, M. S. (2015). FORMALIZATION OF THE PROCESS OF EDUCATIONAL SYLLABUS

CREATION. Kemerovo State University Bulletin, 1(4), 115-121.

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

The Scholarship Of Teaching And Learning, 10(2),

O'Brien, J. G., Diamond, R. M., Cohen, M. W., & Millis, B. J. (2008). The Course Syllabus : A Learning-

Centered Approach. San Francisco, CA: Jossey-Bass.


Class Project – Syllabus for Master Level course in Helping Relationship 12

Russell Jay, H. (2016). Implementing an Executive-Function Syllabus: Operational Issues. Journal Of

Systemics, Cybernetics And Informatics, Vol 14, Iss 4, Pp 13-22 (2016), (4), 13.

St. Bonaventure University, Department of Counselor Education. (2017). CE 640: Introduction to

Addictions. Retrieved from https://www.counseling.org/docs/default-source/aca-aces-syllabus-

clearinghouse/introduction-to-addictions.pdf?sfvrsn=b8af4a2c_4

Sundari, H., Febriyanti Rina, H., & Saragih, G. (2018). Designing Task-Based Syllabus For Writing

Class. SHS Web Of Conferences, Vol 42, P 00019 (2018), 00019.

doi:10.1051/shsconf/20184200019

Thayniath, S. (2017). An Introduction to Syllabus Design. Language In India, 17(1), 268-277.

Young, M. (2017). Learning the Art of Helping: Building Blocks and Techniques (6th Edition). New

York, NY: Pearson Publishing. ISBN-10: 0134165780

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.


Class Project – Syllabus for Master Level course in Helping Relationship 13

Week 1: Introductions, The Helping Relationship: Foundation of


Counseling & Psychotherapy
The helping relationship is a broad term used to define interactions between two people. The
operative word, helping, is what we as counselors-in-training seek to better understand. Helping
relationships may define counseling, but it also may refer to coaches, teachers, doctors and parents. As
professional counselors, we seek to set our practice apart from others by offering a different kind of
“help” through relationship building with clients, interventions, goal setting, etc.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 1&2

 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

o Approximately 52 minutes long

 Elias, M. (2006). Freud: So wrong and yet so right. USA Today.

Discussion Post Week 1: Appraisal of historical helping models


In this week, you should have reviewed the core texts for history of helping professions, and
should be able to identify some of the historical events leading to the development of professional
counseling. This discussion board post requires that you look beyond recalling the material and
processing how it relates to your current understanding of how history has shaped helping relationships.

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.

Key reflection questions

 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

Week 2: Building Relationships, Attending Behavioral Skills, Ethics


in a Helping Relationship
This week focuses on early framework of relationship building, and the ethics of helping
relationships and professional ethics in counseling. In class discussion on Wednesday, be prepared to
review the ethical standards designated by the ACA Code of Ethics (2014), and how this applies to
helping relationship development. We will also be covering material from the Okun and Kantrowitz
(2015) text regarding the development of professional and ethical identities as counselors.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 3 & 4

 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

Discussion Post Week 2: Ethical Violations and the Helping


Relationship
In this week, you should have reviewed the core texts for ethical practices within helping
relationships and should have examined the ACA Code of Ethics (2014) in class. You should also be able
to understand the usefulness of having a code of ethics as a practitioner in a helping profession.

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

Week 3: Helping Theories and Observational Skills


This week focuses on observational skills, including non-verbal communication and client
presentation. In helping relationships, there is often reflection on the content of what is said, but there
should also be a consideration on the observation of what is not said. In class we will be examining the
use of observational skills with role-plays wherein the instructor will provide samples of client behavior
and presentation. Using assessment skills discussed in the Allen (2018) text, students will assess their
ability to assess clients through observation.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 5

 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

Discussion Post Week 3: Assessing Non-verbal and Observational


Skills
In this week, you should have examined the role of observational skills in helping relationships
and professional counseling. Additionally, you should be able to identify some key non-verbal
communications to observe when building a helping relationship with clients.

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

Week 4: Review of Helping Theories and Helping Skill Development


This week introduces skill building as part of the coursework. One of the ways that we develop a
helping relationship is through the use of helping skills. These will be covered in class and we will review
various skills thoroughly. This week, we will be partnering up during our face-to-face class session to
practice appropriate use of questioning, encouraging, paraphrasing, and summarizing skills.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 5

 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

Discussion Post Week 4: Revision of Helping Relationship Skills


In this week, you will have practiced in class the use of basic helping relationship skills. Although
you may not be comfortable in structuring your language this way yet, it will come in time. This
discussion board post is designed to assist you through having time and comfort in re-writing poor
examples of helping relationship interventions.

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

Week 5: Applying Helping Relationship and Counseling Strategies


This week introduces two new skills that are critical to helping relationships: reflecting and
empathizing. One key to empathy is to understand from the client’s perspective. This does not always
mean that we have lived similar experiences, but that we are able to see through the lens of our clients.
Empathizing with clients is listening to the feelings to understand how that client may feel, not placing
our subjective feelings on the situation. In class we will discuss more about empathy and how to
empathically reflect.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 7

 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

Discussion Post Week 5: Reflecting with Empathy


In this week, you will have learned about the value of empathic reflection and how it is
conducted. Continue to use the references provided to best support your post this week.

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

Week 6: Reviewing Helping Relationship and Counseling Strategies


This week we will examine the importance of two more skills in helping relationships:
summarizing and developing meaning. This should build off of previous weeks and the reflecting skills.
In our face-to-face class, you will see how these skills are different from one another as we look at
examples of each. Both summarizing and reflecting offer different ways of deriving what a client “means”
what they say.

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

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 8

 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

Discussion Post Week 6: Reflecting with Empathy


In this week, you will have learned about the differences between summarizing and reflection and
how each of these skills assists the client and the helper (counselor) develop meaning from statements.

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

Week 7: Crisis in the Helping Relationship


This week we will examine one of the biggest challenges in helping relationships: assisting
someone when they are in crisis, or when there is a disruption in services due to an issue outside of the
helping interaction. It is often the helper or counselors first reaction to quiet the crisis, but we as
counselors have an obligation to assist client’s in developing personal strength to overcome problems, not
fix it for them. In class we will also be cover the appropriate ways to issue challenges in therapy and
confront inconsistencies. This will mesh well with crisis, as our goal is not to destabilize those we work
with, but to sometimes point out inconsistencies.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 9

 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.

 Strong, T., & Zeman, D. (2010). Dialogic considerations of confrontation as a counseling


activity: an examination of Allen Ivey's use of confronting as a microskill. Journal Of Counseling
And Development, (3), 332.
Class Project – Syllabus for Master Level course in Helping Relationship 26

Discussion Post Week 7: Issuing Challenges and Confrontation in


Counseling
In this week, you will have learned about two skills of confrontation and counseling, as well as
when and why it is appropriate to use these skills. Utilize your understanding of this when posting to this
discussion.

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

Week 8: Personal Values and Helping Others


This week we will be moving further from helping skills, and more towards self reflection as
helpers and counselors in training. Understanding personal values and how this impacts your ability to
help (in positive or negative ways) is critical to this profession. Assessing personal values is not only
necessary to understand biases, but is also an ethical practice in the ACA Code of Ethics (2014). We will
engage in self reflection exercises this week, and will explore in class how our values may coincide with
our professional identity.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 10

 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

Discussion Post Week 8: Personal Values and Bias


In this week, you should have completed the document Personal Values Assessment (Zio & Jump
University, 2018), and discussed it with classmates. The document is provided again in the learning
resources for this week.

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

Week 9: Helping Skills integration and Ethical Considerations


This week builds upon last week’s discussion of personal values, which may sometimes leak into
a counseling session. Self-disclosure is one of the many ways that counselors provide interpretation or
reflection, but is it more for you or the client? Perhaps self-disclosure is helpful in certain ways and
damaging in others. In class we will be reviewing the helpfulness of self-disclosure without over-
disclosing, and when it is appropriate to do so. Yalom (2002) places a great deal of emphasis on the “here
and now” as a way of assessing what is appropriate to share. This is another way of describing
immediacy.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 10

 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”

 Zio and Jump University. (2018). Self-Disclosure Analysis. Retrieved from


http://www.zioandjumpu.edu/classroom/coun/doc/selfdisclosure.pdf
Class Project – Syllabus for Master Level course in Helping Relationship 30

Discussion Post Week 9: Ethics of Disclosure


In this week, you will have learned about perspectives on self-disclosure and immediacy, and we
will be putting these practices to the test in this discussion board post.

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

Week 10: Practicing Microskills and Personal Styles


In this week, we will be focusing on developing your personal style as a helper and a counselor.
Even though we all pass through the same training and certification process, each counselor approaches
the role of a helper from an individualized perspective. Counselors who share identical theoretical
orientations will still work with clients using unique interventions and combinations of microskills.
Understanding your personal therapeutic style, and how microskills fit into that, is an important part of
your counseling journey. During our class session, we will be exploring the identity and values that make
you unique. You should complete the counselor values inventory before coming to class, as it will be a
starting point to our discussion.

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.

Readings and Resources:


 Okun, B., & Kantrowitz, E. (2015). Effective Helping: Interviewing and Counseling Techniques
(8th Edition). Stamford, CT: Cengage Learning. ISBN-10: 1285161599
o Chapter 11

 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

Discussion Post Week 10: Your Personal Helping Style


Your approach to counseling and the helping relationship is unique and based on your
background, identity, values, and perception of the role of a helper. For this week, you are asked to
consider your current theoretical approach to counseling, and the skills you have learned in the
development of a positive helping relationship.

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

Week 11: Skills Review


Over the past 10 weeks, your readings, class session, and blackboard discussions have been
focused on helping you develop the tools needed to build a strong helping relationship with your clients.
Last week, you worked with a peer to demonstrate your ability to perform basic microskills into your
interactions with a mock client. This week is when you will really find yourself honing the theoretical
and making it functional. In class we will work on refining helping skills through the use of roleplay
encounters and peer feedback.

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.

Readings and Resources:


 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 I

 Ribner, D. S. (2002). Client’s view of a successful helping relationship. Social Work,


47(1). 379-387. doi: 10.1093/sw/47.4.379.
Class Project – Syllabus for Master Level course in Helping Relationship 34

Discussion Post Week 11: The Helping Relationship


In this week’s face-to-face class, you worked on honing your helping skills through roleplay and
peer feedback. Developing confidence and competence in incorporating these in the development of a
helping relationship takes time, practice, and effort. The more you use these with your clients, the more
effective they will become.

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

Week 12: Skills Review


During this semester, we have taken a journey of discovery into the power of helping
relationships in the mental health profession. We have studied, developed, and integrated important
counseling microskills into mock sessions, as well as considered how these might support our roles as
mental health professionals. As this semester comes to a close, we will spend time in the class reviewing
counseling microskills and their effect on a therapeutic relationship. We will focus on any challenges,
issues, or questions the class may have on applying these skills to a counseling setting. Finally we will
consider how the helping relationship integrates in counseling, treatment planning, and relapse
prevention.

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

Readings and Resources:


 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 14

Discussion Post Week 12:


There is no discussion post for this week. Please be sure to submit your final project by
Wednesday.

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