Flashcards in Chapter 7-Constructing the Counseling Skills Course Deck (34)
What are objectives of the Counseling Skills Course?
1. Interviewing Skills
2. Helping Interview
3. Techniques of Individual Counseling
What is and is not the goal of Counseling?
It IS: about two or more people discovering a new story.
Is IS NOT: directive or advice oriented
What does the initial counseling course asks students, as interviewers, to do?
1. let interviewees hold the power
2. evoke the client’s agenda
3. encourage counselees’ willingness to question all advisors
What do the authors state is a proposed way of helping?
1. Meanings are made in the context of a relationship.
2. This relationship reflects a respect for human beings’ abilities to help themselves.
In the counseling skills course, describe Moving From Other-to Self-Authorizing Thinking.
Moving from a received or subjective way of knowing to a procedural, even constructivist way of knowing.
What % of adults are able to consistently think reflectively and procedurally?
Fewer thank 30%
What do Lovell & McAuliffe, 1996 mean by students will most likely be authority dependent (3)?
They will be:
1. embedded in or subject to their relationships and to rules
2. able to meet their own needs, but more likely to sacrifice these to meet another’s needs
3. able to hold inner dialogue, but likely to merely experience feelings rather than name them
What else do Lovell & McAuliffe, 1996 mean by students will most likely be authority dependent (3)?
They will be:
4. determined and defined by others
5. needing to maintain relationships, be approved of, not challenge conventions
6. more likely to experience undifferentiated fusion in relationships
7. intuitive in their approach to helping, following unexamined inner urges
How do instructors help students move toward a more evidence-based way of making meaning?
1. Celebrating their kindness and ability to tune in carefully to clients
2. Offer structure, direction, and authority to students who are more authority reliant.
How else do instructors help students move toward a more evidence-based way of making meaning?
1. urging students to think about why they are doing what they are doing
2. examine their multiple and even contradictory inner urges
3. decide whether preserving conventions and relationships at all costs is helpful
4. establish a separateness from others’ definitions
5. be self-reflective
What personal benefits emerge for students through discovering and voicing their personal views?
1. May say no to unhealthy relationships
2. Discover the legitimacy of others’ views 3. Move from an authoritarian toward a dialogical epistemology, or from dualism to greater relativism
4. Improve students’ interpersonal relationships.
How should instructors engage students in a manner that is parallel, or isomorphic, to the counselor-client relationship?
1. Have empathy, respect, and unconditional positive regard
2. Encourages and challenge students to try on new ways of being.
3. Students cannot be merely “told” the right way to counsel.
4. Students can advance through the process.
5. Instructors value the expertise that students bring into the classroom.
What is a possible sequence of activities in the Counseling Skills Class?
1. Read, reflect, discuss in class;
2. observe, critique
3. apply in action during class, critique
4. practice outside of class, reflect, critique.
How may pop quizzes be used to support students?
1. Helps more concrete, structured learners
2. Help students who need external motivation to be prepared and study
What learning activities are considered “social” events?
The steps for teaching paraphrasing might include:
1. Presenting a vignette
2. asking students to do seatwork, privately write various formulaic responses (“You feel … because …)
3. put these formulaic responses into more natural feeling words such as “You are saying …” and “It seems.…”
The final steps for teaching paraphrasing:
Asking student to reflect on:
1. how it would feel to use such responses, 2. share with one another their ideas about responses
3. give evidence for their answers
How can instructors use video in teaching counseling students?
1. Have students focus on specific client characteristics and responses.
2. Have observing students focus on micro skills and counselor characteristics.
3. Then, focus on macro skills to evaluate micro skills.
RE: video observations, what do these strategies challenge students to do?
1. generate answers from within
2. build on what they already know
3. contribute information from their own experiences
Helpful feedback might be defined as:
Tentatively and specifically giving voice to one’s own experience of another’s behavior, usually using an ‘I’ statement” (Eriksen & Bruck)
What type of feedback is encouraged?
Specific observations (not global negative or positive evaluations)
During the video feedback process, what is the student counselor responsibility ?
Solicit feedback and self-critique
During the video feedback process, what may the instructor ask the student to focus on?
1. their internal process
2. How they felt
3. Trust their own internal indicators about what worked or did not work.
How does in-class counseling practice support the student?
1. can immediately be coached
2. questions can be answered during teachable moments
3. nonthreatening feedback from a variety of peers
4. prepare for longer between-class practice sessions
What is the process of outside classroom practice of counseling?
1. Begin with short, structured sessions, 1 micro skill at a time.
2. Increase time and complexity through semester
What are the benefits of outside classroom practice of counseling?
1. Safe environment, free from direct evaluation
2. Try on new behaviors
3. Make mistakes
4. Recover from missteps
5. Explore the boundaries of what counseling means
What structure do Instructors provide for between-class practice sessions?
1. State specific length of time for sessions
2. Include certain subskills
3. Be audio-or video-recorded
What do theorists consider to be a developmental achievement?
The ability to reflect on one’s life, the capacity to take oneself as “object”
What are the benefits of the cycle of active reading, demonstration, discussion, and activity in learning?
1. Better retention
2. Procedural knowing emerges
3. Better solutions are constructed a community
4. Emergent nature of knowledge is demonstrated when the instructor becomes a question poser rather than an answer giver.