PC500 SyllabusJoAnn Kraft MA

Bethel Seminary952-912-9800

September School

Tues., Sept. 8 – Mon., Sept. 21Mailbox # 6059

8:30 AM – 12:00PM

PRINCIPLES OF COUNSELING

Course Description

This course is designed to provide a foundation of basic skills for persons who would like to enhance their counseling and pastoral care abilities. It combines theoretical understanding and hands-on practice of essential counseling microskills and serves as the prerequisite counseling skills course for persons enrolling or transferring to the M.A. in Marriage and Family Therapy program. As this is an experiential class, students are expected to engage in development of “self of the therapist” as part of their formational education. This course will be taught primarily through the use of lectures, discussion, and video clips; a substantial portion of the time in class will be spent in small-group role play experiences.

Course Objectives

Students should be able to perform the following:

  1. Identify and demonstrate appropriate therapeutic responses in common client and parishioner interactions.
  2. Understand and demonstrate appropriate differences in therapeutic responses to individuals as compared to couples/families.
  3. Demonstrate an understanding of their affective and cognitive responses when in the counseling role.
  4. Recognize areas of strength and areas of development in their personal journey as a counselor.

Required Reading

Corey, M. & Corey, G. (2007). Becoming a Helper, 5th ed. Belmont, CA: Brooks/Cole Publishing Company. ISBN 0534614523

McMinn, Mark R. (2008).Sin and Grace in Christian Counseling. IVP. ISBN 0830828516

Young, Mark (2009). Learning the Art of Helping: building blocks and techniques. 4th ed. Prentice Hall. ISBN 013241029X

Articles distributed in via Blackboard “course documents” page.

Course Requirements

  1. Complete readings as assigned. Participate in class discussion of the readings which will focus on new ideas you have encountered, issues which need further exploration and the impact the reading has on your current or future therapeutic or pastoral practice.
  2. Complete assigned exercises handed out in class.
  3. Participate in role plays and complete role play logs according to the schedule.
  4. Before reading Langberg in Clinton & Ohlschlager and prior to Wednesday, September 9, journal responses to the following questions.
  5. What are your expectations of your ‘call’ to a counseling role? Is it a ‘call’?
  6. How has your family of origin and life experiences impacted who you are today? How will this impact your work with others?
  7. What are your strengths and/or gifts and weaknesses and/or limitations for the counseling role?
  8. Where is God in your journey as a counselor? How will you integrate your faith into your counseling practice?
  9. Using your journal exercise, write a reflection paper on your experience in this class. The paper should be formatted as follows:

Part I – Your journal responses.

Part II – Discuss any changes in your expectations and beliefs over the course of this class.

Part III – Respond to the Langberg in Clinton & Ohlschlager and Collins readings. Discuss integration of faith, your strengths and limitations, your values and your beliefs about counseling as a healthy practice.

This paper should be written in three distinct parts. Label each section. (10 pages) Due September 21th by 5 PM. It must be submitted electronically to the assignment link on Blackboard.

6. Submit a CD of your competence in the microskills learned in this course. You will be provided with time during the last class for taping.

7. Participate in a positive way with small group and class members. Address any issues as you would in a professional environment.

Grading

Class attendance; respectful and active participation 5 pts.

Role play logs 10 pts.

Small group participation10 pts.

Quiz 15 pts.

Reflection paper30 pts.

Microskills tape30 pts.

Final grades will be assigned as follows:

A 100-95C+ 79-77

A- 94-91C 76-73

B+ 90-87C- 72-70

B 86-83D+ 69-67

B- 82-80D 66-63

F 62 and below

Class schedule

Date / Topic of Discussion / Reading / Assignments
Tuesday, Sept. 8 / Intro and Overview / Corey 1
Young 1, 2
Wednesday, Sept. 9 / Attending skills
Observing skills
Paraphrasing / Langberg in Clinton & Ohlschlager
Young 3, 5, 6
Corey 3, 4 / Journal entry
(do not hand in but must be completed)
Thursday, Sept. 10 / Reflecting meaning
Summarizing
Questioning / Young 7, 8
Allred article
Collins article
Monday,
Sept. 14 / Initial interviewing
Process of counseling
Values, boundaries
Self disclosure / Young 10
Corey 6, 8, 10
Tuesday, Sept. 15 / Hunches, themes, Challenging / Young 9
McMinn pg 1-91
Wednesday, Sept. 16 / Transference
Goal setting
Diversity / Corey 7
Young 4, 11, 12
Thursday, Sept. 17 / Directing, reframing
Discrepancies
Connections
Silence / McMinn pg 92-163
QUIZ
Friday, Sept. 18 / Working with couples & families / Corey 9, 11, 12
Monday, Sept. 21 / Advanced Issues
Self care / Corey 13
Young 14, 15

*Note:

  1. You are required to have assignments and role play logs completed each day. These are due at the beginning of each class.
  2. Bring a CD (Provided on first day of class) to each class session. You will be viewing your tape after class each day to complete your role play log. Do not erase the CD, continue with each day’s session. A separate CD is needed for the last day of class.
  3. The writing on the role play logs must be legible in order to receive credit.

General Course Expectations

  1. All written work should be the student’s own work and should comply with graduate level standards for writing skills. Papers should be typed and double spaced. Your name, PO Box number, and course information must be on all materials you turn in. Keep a copy of all of your written work. Writing assistance is available through the University writing center. Resources for writing are available in the library.
  2. This course is formatted to teach basic counseling skills, not advanced theories, assessment, treatment or professional ethics. These issues are covered in other seminary classes.
  3. Students come to this class with a variety of previous experiences. Some with little experience in counseling and others with more. You may be unsure if you want to be a counselor or absolutely sure of your calling. For all of us to learn well, there must be an atmosphere of respect, support and cooperation. There are numerous ways to respond in a counseling session, rarely, if ever, is there only one “right way”. Our goal is to learn from one another, to stretch ourselves, and to view new perspectives. Role playing can be stressful, uncomfortable, intimidating and unnatural. It can also be fun, thought provoking, eye opening and a wonderful learning experience—enjoy and learn!!! Most of all, be open to what God is teaching you about yourself and others.

Academic Course Policies

(Please see catalog for full range of requirements.)

  1. Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.”
  2. Course Papers (90):
  • “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the America Psychological Association.”
  • “In addition, students are expected to use inclusive language.”
  1. Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance:

AExcellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.

BGood work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.

CAcceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction.

DPoor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction.

FInadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.”

  1. Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.”
  2. Harassment Policies (93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.”
  3. Accessibility:Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759.
  4. Drops/Withdrawals: If you are dropping or withdrawing from a course, it is important to establish your last day of attendance. Please notify the registrar’s office and contact your instructor of your intent to drop or withdraw from a course. Students carrying financial aid, please contact the financial aid office prior to dropping or withdrawing from the course in order to be informed of the consequences of this action on financial aid. If you are in a course that uses distance education delivery (e.g. Blackboard), be sure to sign on to your Blackboard course prior to withdrawing in order to establish the last day of attendance in your course.

Revised 8/6/09