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COCO 701: Counseling Skills & Invertviewing Techniques

HUNTER COLLEGE, CUNY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS

COCO 701 COUNSELING SKILLS & INTERVIEWING TECHNIQUES
 (3 credits)



COURSE  DESCRIPTION:
Effective communication and interviewing techniques with emphasis on listening and responding.  Basic principles of ethical practice and client assessment.

PRE-REQUISITES:
None.

STUDENT PRIVACY STATEMENT:
At times, students may disclose personal information through class discussions.  It is expected that the class will respect the privacy of their classmates.  The information disclosed in the class will not be repeated or discussed with other students outside of the course.

CLIENT PRIVACY STATEMENT:
All client information should be kept confidential.  Students will refer to clients by only using initials and pseudo names.  All client materials will be destroyed in a timely fashion by student in training.

ATTENDANCE POLICY:
Students who incur more than one absence shall be required to drop the class.  Participation shall count as 25% of the final grade.


COURSE OBJECTIVES:
1.    To increase student awareness and knowledge of self and how self affects behaviors as a counselor.
2.    To build skills and awareness of the counseling process.
3.    To learn how to use affect, thought, and experiences as resources rather than barriers in developing effective counseling relationships.
4.    To develop an understanding of how to work with clients who are culturally different than yourself.
5.    To be able to utilize the supervisory relationship, including an ability to listen to and utilize constructive feedback and request assistance when needed.
6.    Students learn to give and receive constructive feedback.
7.    To develop professionalism and an awareness of the role of a counselor.


METHODS OF INSTRUCTION:
Weekly sessions will center on assigned readings and there will be group discussion.  In addition, students will demonstrate their knowledge and skill of the counseling techniques through videotaping and/or audiotaping with another student.  These tapes will be viewed by the class.  Feedback will be modeled by instructor and class participants are expected to also provide constructive feedback.


REQUIRED TEXT:
Ivey, A.E. & Ivey, M. B. (2007). Intentional interviewing and counseling: Facilitating client development in a multicultural society (6th ed). Pacific Grove, CA: Brooks/ Cole.  

Required material for class is two VHS tapes to record counseling sessions and one audiotape recorder and player.

RECOMMENDED READINGS:
None.
   

COURSE REQUIREMENTS:
Attendance.  It is important to attend class and missing more than one class you will be asked to withdraw from the class.
Participation.  Appropriate, thoughtful, and meaningful contributions to class discussions are an important part of learning.  Come to class prepared, having read and digested all reading assignments.  Participate in all in-class activities.
Timely completion of all written assignments.   Written assignments are primarily responses to text book activities.  Assignments are due at the beginning of each class.  No assignment will be accepted if it is more than one week past due.  Assignments that do not appear on the syllabus may be assigned during a class session.

 

Grading Requirements:
Passing this course requires that students demonstrate a minimum level of skill development and appropriate interpersonal competence in counseling.  The emphasis on skill development, which is focused on helping skills and counseling, is based on demonstrating basic counseling skills in the following areas:  the ability to listen; to check your perceptions; to reflect thoughts, feelings and experiences; to focus and lead the interview; to express and recognize emotions and feelings in oneself and others; to show empathy’ and to receive and respond to feedback from other students and supervision from the Professor.

Grades will be calculated as follows:

Criteria
%
Attendance and Class Participation 25%
Weekly readings 10%
Beginning Tape
25%
Middle Tape 25%
Final Tape 25%
----------------------------- ----

100%

 

%

Grade
100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
=
B+
82.5 – 87.4% = B
80.0 – 82.4%
=
B-
77.5 – 79.9%
=
C+
70.0 – 77.4% = C
0 – 69.9% = F

Students will be graded based on the scoring rubric provided. The grades are assigned according to the values published by the Hunter College Graduate catalog.
   
   
TENTATIVE SCHEDULE FOR COUNSELING SKILLS AND INTERVIEWING TECHNIQUES

WEEK TOPIC  CACREP STANDARDS
1 Course overview: Introduction to Counseling
Skills and Interviewing Techniques
 {K-1.a.b.c;K-5a}
2 Beginning Videotaping-no preparation. Ethics and Multicultural Competence  {K-1.b.c.h.g.h,K-2.b.c.d;K-3.b.c.e;K-5.a.b.c,}
3 Attending Behavior
    Videotape
 {K-1.b.c,K-2.b.c,K-3.c,K-5.a,c}
4 Open and Closed Questions
    Videotape
{K-3.c,K-5.a.b.c}
9 Confrontation  {K-3.c,K-5.a.b.c}
10 Focusing
Middle videotape
 {K-1.C.G, K-3.c, K-5.a.b.c
11 Reflection of Meaning
Video Tape
{K-3.c, K-5.a.b.c}
12 Influencing Skills and Strategies
Video Tape
 {K-3.c,K-5.a.b.c.e}
13 Skill Integration
Video Tape
 {K-3.c,K-5.a.b.c.e}
14 Determining Personal Style and Theory
Video Tape
{K-3.c,K-5.a.b.c.e}
15 Final Video Tape {K-1.C.G,K-3.c,K5.a.b.c.e}

 

              
Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

Integrity and Plagiarism
Hunter College has subscribed to the online company, Turnitin.comTurnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, Turnitin.com is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).


CACREP STANDARDS MET BY THIS COURSE   

K.1.a. history and philosophy of the counseling profession, including significant factors and events;

K.1.b. professional roles, functions, and relationships with other human service providers;

K.1.c. technological competence and computer literacy;

K.1.g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and

K.1.h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

K.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;

K.2.c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups;

K.2.d. counselors' roles in social justice, advocacy and conflict resolution, cultural self¬awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body;

K.3.b. theories of learning and personality development;

K.3.c. human behavior, including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

K.3.e. ethical and legal considerations.

K.5.a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;

K.5.b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

K.5.c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;

K.5.e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will begin to develop a personal model of consultation;

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