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Human Services 1201 – 01 Tuesday/Thursday
Counseling Methods and Interviewing Techniques  11:00 a.m. – 12:15 p.m.
Spring, 2014 Room B-313
Course Syllabus
Professor Office Hours
Jean Batson-Turner M/W: 9:30 a.m. – 11:00 a.m.
Office: B-324

TR: 9:00 a.m. – 9:30 a.m.

Phone: 815-224-0268 TR: 12:15 p.m. – 12:45 p.m.
E-mail: jean_batsonturner@ivcc.edu

T: 5:30 p.m. – 6:00 p.m.

 

(and by appointment)

I.       Course Description (from college catalog)

This course provides an orientation to communication strategies and skills necessary to establish collaborative relationships with diverse client populations.  Various theoretical models will be reviewed, including behavioral, cognitive-behavioral, human relations, ecological, and current theories and perspectives useful for intervention and counseling.  Students will have opportunities to begin developing skills in active listening, intake interviewing, crisis intervention, establishing rapport with clients, and supportive individual counseling.  The significance of participant empowerment will be emphasized as the student learns empathic communication skills.

 

GENERAL EDUCATION GOALS:

 

The purpose of general education at IVCC is to enhance students’ abilities to think and act responsibly as citizens in a changing world.  Specific General Education goals that are included in this course are:

 

1)            To apply analytical and problem solving skills to personal, social and professional issues and situations.

2)           To communicate orally and in writing, socially and interpersonally.

3)           To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including those within our own society.

5)           To work and study effectively both individually and in collaboration with others.

6)    To understand what it means to act ethically and responsibly as an individual in one’s career and as a member of society.

 

II.     Expected Student Outcomes

Upon successful completion of Human Services 1201, students will be able to:

1)            Demonstrate understanding of the human relations counseling model.

2)           Evaluate characteristics of effective helpers and skills essential for effective intervention.

3)           Demonstrate beginning proficiency in active listening skills using verbal and nonverbal cues in order to obtain information.

4)           Demonstrate beginning proficiency in verbal response skills needed for genuine and empathic relationships with others.

5)           Identify and discuss conditions affecting the building of a counseling relationship.

6)           Evaluate the benefits of various helping theories and intervention techniques.

7)           Develop an intervention plan for diverse client situations.

8)           Identify and evaluate values and ethical considerations affecting the helping process.

 

III.    Class Policies and Procedures

 

Attendance Policy and Class Participation

It is expected that students will attend class regularly and arrive on time.  Missed chapter quizzes and in-class exercises cannot be made up.  All students are encouraged to participate in class discussion, contributing to a diverse analysis and discussion of social problems and human experiences.  Guidelines for diverse dialogue will be determined collaboratively.  There will be a variety of classroom opportunities for meaningful reflection and exchange of ideas.  The instructor is committed to fostering a safe environment for learning and skills development, so always feel free to ask questions, offer comments and suggestions, and share your thoughts.  To achieve the goal of a safe, effective learning environment, emphasis will be placed on the emulation of IVCC’s core values: responsibility, caring, honesty, fairness, and respect.  Due to the importance of attendance, penalties will be assessed for each absence.  There are no excused absences according to college policy.

Withdrawal

Effective Summer 2011, students will have the ability to initiate a withdrawal from classes.  By completing the form in the Records Office or at www.ivcc.edu/withdraw, the student is authorizing IVCC to remove him/her from the course.  Entering the student ID number serves as the student’s electronic signature.  IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.

Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid.  It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.  Last day for withdrawal is April 10, 2014.

 

Financial Aid Statement

Withdrawal from a course can affect financial aid.  Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.

 

Student Success and Career Exploration

If students demonstrate a genuine desire to learn and to succeed in this course, they can achieve academic success and acquire critical skills for human service practice.  Student learning will be enhanced by reading of the text, timely completion of assignments, a willingness to share insights and experiences, and thoughtful reflection on the goals and practices of the human service profession.  Students will have structured opportunities to consider the benefits of human services as a profession.  Please don’t hesitate to ask for additional assistance to help you succeed in this course.  Also, keep in mind that IVCC has a variety of assessment and support services to assist with academic achievement and career planning.

 

Plagiarism

Plagiarism is the use of another person’s ideas, information, or exact words without properly acknowledging the source in accordance with a standard system of documentation.  Plagiarism often occurs when students use someone else’s work and submit it as their own.  Plagiarism is a serious offense.  Anything a student turns in that contains plagiarism will result in the grade of Zero (0) for that assignment.  Refer to IVCC’s “Student Code of Conduct” for the college’s statement of policy concerning plagiarism.

 

 Alternative Seat Time

This course may provide options for alternative seat time, including opportunities to participate in class-related seminars, experiential learning activities, and library sessions for completion of assigned projects.  Alternative seat time activities will be limited and will require agreement by all class members.

 

Special Support Services

        In an effort to create a classroom environment that maximizes the success of all students, I encourage you to make me aware of any barriers that may inhibit your learning.  Feel free to speak to me at any time about concerns or questions you may have about assignments, activities, or assessments.  The college provides several support services for students who have barriers to learning.  They include, but are not limited to: Disability Services Office, Writing Center/Peer Tutoring, Counseling Center, and Project Success.  Please see me if you want to learn more about any of the services.  In particular, if you are a student with a documented cognitive, physical or psychiatric disability you may be eligible for academic support services such as extended test time, texts on disc, note taking services, etc…  If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy ( tina_hardy@ivcc.edu , or 224-0284) or Judy Mika (224-0350), or stop by the Disability Services Office in B-204.

 

     The Basic Computer Skills Inventory is free to students and will assess their computer concepts, file management, word processing, Internet, email, PowerPoint and keyboarding skills utilizing hands-on exercises and objective questions.  If a student is unsure about his/her computer skill level, you are encouraged to contact the Assessment Center and make an appointment to complete the inventory.

 

      The IVCC Writing Center offers free, unlimited, one-on-one tutoring for students in any class at any stage of their writing process.  The Writing Center staff, which includes faculty and student tutors, is happy to assist students in understanding assignments, brainstorming topics, organizing and developing ideas, and revising and editing drafts.  Our Quick Query service provides help with basic writing questions via email.  The Writing Center also has handouts on grammar and style, writing reference materials, and documentation manuals available in the Center and in the Stylebook (http://www.ivcc.edu/stylebook).  The schedule, appointment availability, and Quick Query instructions can be found by visiting the Web site (http://www.ivcc.edu/writingcenter), calling the Learning Commons at 815-224-0318, or stopping by the Writing Center in the Learning Commons.

 

 

Electronic Devices

There will be no use of any electronic devices by students in the classroom except by permission of the instructor.  Do not “text message” while in class or play games on your phone; this will result in your class participation grade being lowered.

 

IV.     Required Text

Effective Helping: Interviewing and Counseling Techniques.   Barbara F. Okum & Ricki E. Kantrowitz.  Seventh Edition, Thomson/Brooks/Cole.  2008.

 

V.       Course Requirements and Methods of Evaluation

         

Response Journal:

Students will keep a reflection journal for the semester, recording 2 – 4 entries per week.  In addition to personal insights and summaries, students will complete assigned journal entries, which will include critical responses to experiential exercises.  Journal entries may be typed or NEATLY HAND WRITTEN and must be kept separately from class notes and general “To-Do” lists.  Journals will be submitted in a clean notebook/folder.  Penalties will be assessed for late journals.  Sloppy work will not be accepted.

 

Chapter Exercises:

In-class role-playing and application exercises will be assigned to enhance student competency in interviewing and counseling.  In addition, a library research assignment will be utilized for in-class student presentations.  Library instruction will be provided and students are required to utilize recommend sources.

 

Theoretical Research Project/Service-Learning Project:

Students will select a research topic from the list below and develop a comprehensive analysis of one of the theoretical models of human behavior.  This analysis should be a minimum of 7 – 8 typed pages and include a thorough discussion of the theory’s implications for helpers.  Students will cite a minimum of five sources, including primary sources that summarize the perspective of the counseling model.

 You may choose one of the following theoretical perspectives:

Y  Psychodynamic Theory

Y  Phenomenological Theory

Y  Behavioral Theory

Y  Cognitive and Cognitive-Behavioral Theories

Y  Constructivism

Y  Feminist Therapies

Y  Multimodal Theory and Therapy

Y  Ecological Systems Perspective

 

Students will present preliminary research findings in an informal oral presentation when the material is covered in class.

 

Service-Learning Option:

Instead of completing the small group project, students may complete a Service-Learning project at one of 4 – 5 selected area agencies.  Agency orientation sessions will be held during a class session, at which time interested students will schedule interviews with designated agency staff.  Guidelines and enrollment forms will be available at this class session.  Students will be expected to attend agency orientation sessions, complete 15 – 25 hours of service during the semester, as well as complete reflection assignments that link the Service-Learning experiences to course content.  Academic credit for Service-Learning will be given upon completion of the required hours at the agency and completion of a reflection journal or essay.  Note: participation in service learning projects requires full participation in class!

To earn academic credit for Service-Learning, signed enrollment forms must be returned to the instructor before or not later than February 7, 2014.

 

Final Exam

The final exam will be a take-home application essay which will summarize a plan for helpful intervention.  Additional guidelines will be given.  A student oral presentation is required on the scheduled final exam day.

 

Bonus points: Students can earn up to 20 extra-credit bonus points.  Extra credit activities include volunteer work, special topics readings, workshops, etc.

         

Evaluation

Final course grades will be determined as follows:

In-Class Exercises                             100 points 25%

Response Journal                              100 points 25%

Research Project/Service-Learning    100 points 25%

Final Exam Essay                                100 points 25%

 

The student’s final grade will be determined by adding the total points and dividing by four.  Points for lack of attendance will be deducted from the total points earned prior to division by four.

 

The grading for this course will follow the grading scale:

A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59-0.

VI.     Tentative Schedule of Assignments

 Week 1

 1/14 – 1/16        Introduction

                                                                  

 Week 2

  1/20                 Martin Luther King Holiday College Closed

  1/21 – 1/23       Chapter 1     Introduction

 

 Week 3

 1/28 – 1/30      Chapter 2    The Helping Relationship

 

 Week 4

 2/4 – 2/6         Chapter 3    Communication Skills

 2/7                  Service-Learning Enrollment Forms Due

         

 Week 5           

 2/12 – 2/14      Chapter 3    (continued)

         

Week 6           

2/17                   President’s Day College Closed

 2/18 – 2/20       Chapter 4    Stage 1: Building the Relationship and Establishing Goals

                          Journals Due far Review

                       

 Week 7

 2/25 – 2/27     Chapter 5    Helping Theory

                          Chapter 6    Current Theoretical Perspectives

                          Orientation to Library Research   

                                                                   

 Week 8           

 3/4 – 3/6         Student Projects      

         

Week 9

3/10 – 3/14      Spring Break – No Classes!!!

         

 Week 10       

3/18 – 3/20      Student Reports

                                 

 Week 11          

 3/25 – 3/27     Student Reports

 3/28                Development Day – No Classes

 

 Week 12

 4/1 – 4/3          Summary of Theoretical Perspectives

                          Experiential Exercises

         

 Week 13          

 4/8 – 4/10        Chapter 7    Introduction to Strategies

         

 Week 14

 4/15 – 4/17      Chapter 8    Stage 2: Applying Strategies

                       

 Week 15

4/22 – 4/24     Chapter 8    (continued)

                       Chapter 9    Crisis Theory and Intervention

 

  Week 16

 4/29 – 5/1                 Chapter 9         (continued)

                                                         

Week 17

5/6                  Chapter 10   Issues Affecting Helping

                                           Service-Learning Time Sheets Due

                                           Journals Due

         

5/8                  Final Exam Essays Due

         

         

         

 


  

           

          

                                                        

 


Guiding Principles for Critical Learning

Instructor: Jean Batson~Turner

 

1.     Have an open mind. Be willing to question and challenge old assumptions that no longer work. Keep in mind that any idea or belief worth keeping will withstand the scrutiny of critical evaluation.

 

2.    As much as possible, avoid a defensive posture. When you find yourself passionately defending the status quo ask yourself:

          What do I gain from having things remain as they are?

          and

          Why am I afraid of change?

 

3.    Consider learning as a life-long process that can be an exciting challenge rather than a required endurance test.

 

4.    Practice listening to and comprehending perspectives different from your own. Sociological learning gives us an arena for diverse dialogue and cooperative problem solving.

 

5.    Work to recognize patterns of behavior in your social life; notice how one event affects another.

 

6.    Start to notice and name social factors and realities that influence your personal decisions.

 

7.    Be prepared to share your social experiences and state your opinions when relevant to classroom discussion.

 

8.    Work at sharpening your skills for survival in a complex, changing society. Do not let fear or apathy keep you from envisioning and creating better ways of living and relating in our world.  In collaboration with other social citizens, strive to keep hope alive.