Faculty of Education

Graduate Studies Program

04:708 INTRODUCTION TO COUNSELLING:

HELPING RELATIONSHIPS (3)

Regular/ 2018-19/ Term 1

September15&16,September29&30,andOctober20&21

EducationBuildingRm.113

Instructor: Chris Brown, B.A., B.Ed., M.Ed. (Spec. Ed.), M.Ed. (Couns.), PhD, CCC Office #: 223-2 EB Phone #: 1 (204) 727-9614 Email: bubrownc@gmail.com Course Description: Thepurposeofthiscourseistodevelopeffectivecommunicationskillsandunderstandingofselfasacommunicator.Theoreticalframeworkswillbethefoundationforpersonalpractice.

Creditcannotbeheldforboththiscourseand04:508.

Prerequisite:ApprovalofChairoftheGraduateStudiesDepartment,FacultyofEducation.

Course Objectives: Thiscourseisanintroductiontotheroleoftheguidancecounsellorandwillfocusonskillstodevelopeffectivehelpingrelationships.Formanyofyou,itwillalsobeanimportanttransitionpointinyourjourneytowardspersonalandprofessionalcongruency.Ideallyyouwillgainthetools,theunderstanding,andthemotivationtodevelopandintegratehelpfulbehaviours,toaphilosophicalapproachthatisauthentic,ethicalandcompassionate.You

Schoology Access Code: VFXWB-KG59T

willlearnanumberofcounsellingtheories,strategiesandtechniquesthatwillsupportyouasyoudevelopthecommunicationskillstoeffectivelysupportpositivestudentchange.Clearly,thiscourseisdemandingofyourtime,yourenergy,andyourcommitment,particularlyinthiscondensedformat.Therefore,itisessentialthatyoutakeresponsibilityforyourownlearning,becomefullyinvolvedinclasslife,andarrangesufficienttimetoallowthistohappen.Oneofthechallengesofhavingthisclassrunonthreeweekendsisthateachweekendbecomesacriticallearningweekend.Ifyouaren’tabletoattendallthreeweekends,youwillneedtowithdrawfromthecourseandtakeitagaininthefollowingyearorwhenyouareabletocommittotheweekends.ThereasonforthisisthatallofthecounsellinginterventionstrategiesthatweuseduringtheweekendaremarkedasPassorFail.Ifyouaren’ttheretobeevaluatedina“live”setting,youcannotbedeterminedtohavecompetencyintheinterventionapproachbeingused.WewillbedoingexercisesfromYoung’s LearningtheArtofHealing:BuildingBlocksandTechniques.Youwillwanttoreadthisbookandknowitinsideout,asitisanexceptionalresourceforbeginningcounsellorstolearnhowtoconnectwithclients.IwouldsuggestbuyingadigitalcopyoronefromAmazonandstartreadingLearningtheArtofHelping:BuildingBlocksandTechniquesassoonaspossible.TherearealsotwoprovincialsourcedocumentsfromManitobaEducationandTrainingforyoutoreadasmembersoftheclass.Weareasmallgroupanditwillbeglaringlyobviousifyouhaven’tdonethereading. General Learning Outcomes: Bytheendofthecourse,studentswillbeableto:• Explaintheroleofthecounsellorandtheethicsofcounselling

• ExplaintheroleoftheschoolcounsellorintheprovinceofManitoba

• Explaintheconnectionbetweencounsellinginterventionsandprovincialcurricula

• ExplaintheimportanceofprovidingmentalhealthliteracyinK-12

• Explaintheconnectionbetweenstigmaandmentalillness

• Determineappropriatetreatmentsandsupportsformentalhealthchallengesfor

childrenandyouth• Demonstrateappropriateverbalandnon-verbalcommunicationskills

• Role-playatherapeuticcounsellingrelationship

• Communicateeffectivecaseconceptualization(contextual)processes

• Role-playcounsellingscenariosusingcomplexcognitivebehaviouralframework

• Explaintheimportanceofteacherwellnessandpositivementalhealth.

Course Format:

Classeswillinvolveavarietyofactivitiesincludingmini-lectures,discussion,role-plays,andexperientialexercises.Youwillhaveopportunitiestobebothclientandcounsellorandyouareencouragedtouseyourpersonallifeexperiencesinordertobestappreciatetheexperienceofbeingaclient.However,youareneverrequiredtosharemoreaboutyourselfthanyouarecomfortablewithsharing. Required Text and References:

Course Readings LearningtheArtofHelping:BuildingBlocksandTechniquesisavailableforpurchasethroughAmazon,etc.Theothertwosourcebooksareavailablefordownloadthroughthefollowinglink:http://www.edu.gov.mb.ca/k12/specedu/guidance/index.html

1. Ongoing ReadLearningtheArtofHelping:BuildingBlocksandTechniquesasweworkthroughthedifferentaspectsofthecourse.Thistextwasselectedasthebasisforwhatwearelearninginregardstoeffectivecommunicationinthetherapeuticalliance.

2. In advance of Weekend One • ReadChapters1-4inLearningtheArtofHelping:BuildingBlocksand

Techniques• ReadManitobaSourcebookforSchoolCounsellorsandCounsellingServices

3. In advance of Weekend Two

• ReadChapters5-8inLearningtheArtofHelping:BuildingBlocksandTechniques.

• ReadManitobaSourcebook:GuidanceEducationConnectionstoCompulsoryCurriculumAreasKindergartentoGrade12

• Prepareforquiz1

4. In Advance of Weekend Three • ReadChapters9-12inLearningtheArtofHelping:BuildingBlocksand

Techniques.• Prepareforquiz2

Course Assignments (APA version 6.0 required) Basic Counselling Skills Pass/Fail (Each weekend activity)

• Participantsinthecoursearerequiredtomeettheminimumcompetencyforastudentwhohaslearnedhowtoeffectivelyprovidebasiccounsellingskillsinatherapeuticsetting.(Pleaseseetheattachedrubric.)Studentsarerequiredtobeproficientinalloftheskillsintherubric.Theseskillsareevaluatedduringeachweekendcounsellingactivity.Studentswhodonotmeetthisminimumcompetency(Pass)foreachskillwillreceiveanFinthecourse.

Weekend 1 15%

• Role-playSelf-evaluation(5%)• Takehomeassignment:2-pagesummaryof‘Course-takeaways’fromweekend1

(10%) Weekend 2 35%

• RolePlaySelf-evaluation(5%)• QuizonLearningtheArtofHelping:BuildingBlocksandTechniquesandManitoba

SourcebookforSchoolCounsellorsandCounsellingServices(20%)• Takehomeassignment:2-pagesummaryof‘Course-takeaways’fromweekend2

(10%)

Weekend 3 35% • RolePlaySelf-evaluation(5%)• QuizonLearningtheArtofHelping:BuildingBlocksandTechniquesandManitoba

Sourcebook:GuidanceEducationConnectionstoCompulsoryCurriculumAreasKindergartentoGrade12(20%)

• Takehomeassignment:2-pagesummaryof‘Course-takeaways’fromweekend3(10%)

Final Assignment 15%

• In6-8pages,explaintheroleoftheguidancecounsellorandhowyouaregoingtodevelopandmaintainanauthenticandpositivecounsellingrelationshipwithstudents.Besuretoalsoexplainhowyouhavemadesenseofthetheories,strategiesandtechniqueswehavediscussedandpracticedinclass(15%)

Grading Criteria:

Verbal Label Verbal Description Percentage

Letter Grade

Distinction

Outstandingwork;Comprehensiveanddetailedunderstanding;Insightfulanalysisanduseofcreativeapproachestoexploringandapplyingtheconcepts;Evidenceofconsiderablethoughtandeffort.Wellwrittenwithnospellingorgrammaticalerrors.

96-100

A+

90-95

A

85-89 A-

Superior

Verygoodwork;Demonstratingfullunderstandingofconcepts; Insightandcreativityapparentintheanalysis;Evidenceofthoughtandeffort.Wellwrittenwithaminimalnumberofspellingorgrammaticalerrors.

80-84

B+

75-79

B

70-74 B-

Average

Satisfactorycompletionofassignmentsshowingbasicunderstandingandcompetence;Someevidenceofthoughtandeffort,howevernotgraduatelevelwork.Reasonablywritten.Somespellingorgrammaticalerrors.

70-74

C+

60-69

C

55-59

C-

Marginal

Marginal;Inadequateunderstandingorabilitytoapplytheconcepts;Minimaleffort.Poorlywrittenwithmanyspellingandgrammaticalerrors.

50-54 D

Failure

Nounderstanding,effortorabilityevident;ordidnotcompleteassignmentsasoutlined.Extremelypoorlywritten.

0-49 F

Note:TheminimumgraderequirementsforFacultyofEducationgraduatecoursesisinthehighsuperiortodistinguishedrange.Therefore,yourfinalmarkmustbeaBorgreatertosuccessfullycounttowardsyourdegree. Academic dishonesty will cancel out all the calculations above and result in a final grade of F-AD (Fail-Academic Dishonesty and Misconduct)(Refer to the Graduate Calendar, section 3.9.) Instructor / Course Evaluation:Theanonymouscourseevaluationswillbecompletedonline.Allstudentsareencouragedtocompletetheevaluation.TheGraduateStudiesOfficewillcommunicatedatesoftheevaluation.

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Attendance at Lectures and Practical Work: (Refer to the Graduate Calendar, section 3.7.1.)

1. Allstudentsareexpectedtoberegularintheirattendanceatlecturesandlabs.Whileattendancepersewillnotbeconsideredassessingthefinalgrade,itshouldbenotedthatincoursesparticipationinclassactivitiesmayberequired.

2. Forlimitedenrolmentcourses,studentswhoareregisteredbutdonotattendthefirstthreeclassesornotifytheinstructorthattheyintendtoattendmayhavetheirregistrationcancelledinfavourofsomeoneelsewishingtoregisterforthecourse.

3. Studentswhoareunabletoattendascheduledinstructionperiodbecauseofillness,disability,ordomesticafflictionshouldinformtheinstructorconcernedassoonaspossible.

Support and AccommodationsBrandonUniversityvaluesdiversityandinclusion,recognizingdisabilityasanaspectof

diversity.Oursharedgoalistocreatelearningenvironmentsthatareaccessible,equitable,safe,andinclusiveforallstudents.

Counselling SupportCounsellingservicesareavailableforallBrandonUniversitystudents.Pleasecontactthe

counsellorsintheStudentServicesDepartmentat204-727-9737orvisitRoom102A.E.McKenzieBuildingduringregularbusinesshourstomakeanappointment.

BrandonUniversitystudentsalsohaveoff-campusaccesstocounsellingservicesthroughtheirHealthCareplan.ToaccessthisservicecontactBUSUat(204)727-7314orbyemailatom@busu.ca.Additionally,teachersworkinginManitobahaveaccesstocounsellingservicesthroughtheManitobaTeachers’Society.Toaccesstheseservices,contacttheEducatorAssistanceProgramat1-800-378-8811.PleasealsoconsideraddingtheI.M.Wellapp.toyourphoneforamoredetailedlistofsupportsandservicesforBrandonUniversitystudents.

Student Accessibility ServicesStudentAccessibilityServices(SAS)workswithstudentswhohavepermanent,chronic,or

temporarydisabilities.SASsupportsstudentsbydevelopinganindividualizedplanofaccommodation,helpingstudentsunderstandtheirlearningneeds,andassistingfacultywithprovisionofaccommodationsforstudentsregisteredwithSAS.

Ifyouhave,orthinkyoumayhave,adisability(e.g.mentalhealth,attentional,learning,vision,

hearing,physical,medical,ortemporary),youareinvitedtocontactStudentAccessibilityServicestoarrangeaconfidentialdiscussionat(204)727-9759ormagnussonm@brandonu.ca.AdditionalinformationisavailableontheStudentAccessibilityServiceswebsitehttps://www.brandonu.ca/student-services/student-accessibility-services/

IfyouareregisteredwithSASandhavealetterrequestingaccommodations,youare

encouragedtocontacttheinstructorearlyinthetermtodiscusstheaccommodationsoutlinedinyourletter.

07.750 Graduate Summative Seminar Preparation Studentsinthecourseroutewillcompletea“capstonecourse”attheendoftheirprogramthatservestoroundoutandintegratethelearningexperiencethroughouttheprogram.Inordertobestprepareyourselfforthecapstonecourse07.750GraduateSummativeSeminar:

• Keepadigitalcopyofallyourworkandcourseoutlines(withadigitalbackup)

• Write(andkeep)areflectionatthecompletionofthiscoursethatprovidesasummaryofyourlearningexperiencein04.757BehaviouralDisordersII

Exampleofcoursereflection: Course: 07:751 Interpreting Educational Research Summary: This course focused on interpreting qualitative and quantitative research and is intended to help prepare students who are interesting in pursuing the thesis route. As part of the course work, you will also focus on the ethics one must take into account when designing data collection instruments as well as obtaining data. What to expect: You can expect hands-on experiences in both quantitative and qualitative research. One of the more interesting activities involved a visit to the Brandon University archives where we were able to examine historic artifacts. The final project requires students to create a research proposal. Students are given the opportunity to have the professor provide feedback on the final assignment prior to the final copy being handed in. This feedback was invaluable and I learned a great deal in this course. You will also need to purchase a rather expensive textbook, but one that would be very useful if completing your thesis. Reflections: I enjoyed this course, but it requires students to have a good work ethic and the desire to learn new and challenging concepts. I was much more comfortable with qualitative research than quantitative research and I was very thankful that we were able to use calculators. I was originally going to complete my thesis, but decided to wait until my children are older and I can dedicate more time to it. However, even if I change my thesis topic, I will be able to refer back to the material covered in this course and create a new proposal. Significant Readings: Hughes, G. D. (2012). Teacher retention: teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. Journal of Educational Research, 105(4), 245-255. McMillan, J.H. (2012). Educational research: Fundamentals for the consumer (6th ed.). Boston, MA: Pearson Education. Shernoff, E. (2011). Teachers supporting teachers in urban schools: what iterative research designs can teach us. School Psychology Review, 40(4), 465-485. Smeaton, P. H. (2013). What happens when first year teachers close their classroom doors? An investigation into the instructional practices of beginning teachers. American Secondary Education, 41(2), 71-93.

Basic Counselling Skills Rubric

Student Name: ________________________

Skill Proficient

(Pass)

Not Observed

(Fail) Theoretical Connection: Appropriate application of strategy/technique being developed

Minimal Responses/Encouragers: Appropriate use of “mmhm”, “yeah”, etc to communicate to the client w/o interrupting the client’s communication

Open-ended Questions: Appropriate use of open-ended and limited-use of closed questions

Paraphrase: Using your own words to briefly communicate an understanding of the content of what the client has said

Reflections of Feeling: Accurate response that includes both the content (thoughts) and feelings in the client’s previous communication

Summarization: An accurate combination of two or more of the client’s previous communications

Genuineness: Being congruent, spontaneous, non-defensive, and open to the client

Positive regard: Expressing positive affirmation for the client

Silence: Not speaking when appropriate in facilitating client movement

Comments:

Areas of Strength:

Areas for Growth: