Chapter 7-Constructing the Counseling Skills Course

Question 1

What are objectives of the Counseling Skills Course?

Answer 1

1. Interviewing Skills
2. Helping Interview
3. Techniques of Individual Counseling

Question 2

What is and is not the goal of Counseling?

Answer 2

It IS: about two or more people discovering a new story.

Is IS NOT: directive or advice oriented

Question 3

What does the initial counseling course asks students, as interviewers, to do?

Answer 3

1. let interviewees hold the power
2. evoke the client’s agenda
3. encourage counselees’ willingness to question all advisors

Question 4

What do the authors state is a proposed way of helping?

Answer 4

1. Meanings are made in the context of a relationship.

2. This relationship reflects a respect for human beings’ abilities to help themselves.

Question 5

In the counseling skills course, describe Moving From Other-to Self-Authorizing Thinking.

Answer 5

Moving from a received or subjective way of knowing to a procedural, even constructivist way of knowing.

Question 6

What % of adults are able to consistently think reflectively and procedurally?

Answer 6

Fewer thank 30%

Question 7

What do Lovell & McAuliffe, 1996 mean by students will most likely be authority dependent (3)?

Answer 7

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

Question 8

What else do Lovell & McAuliffe, 1996 mean by students will most likely be authority dependent (3)?

Answer 8

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

Question 9

How do instructors help students move toward a more evidence-based way of making meaning?

Answer 9

Support

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.

Question 10

How else do instructors help students move toward a more evidence-based way of making meaning?

Answer 10

Challenge

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

Question 11

What personal benefits emerge for students through discovering and voicing their personal views?

Answer 11

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
3. Improve students’ interpersonal relationships.

Question 12

How should instructors engage students in a manner that is parallel, or isomorphic, to the counselor-client relationship?

Answer 12

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.

Question 13

What is a possible sequence of activities in the Counseling Skills Class?

Answer 13

1. Read, reflect, discuss in class;
2. observe, critique
3. apply in action during class, critique
4. practice outside of class, reflect, critique.

Question 14

How may pop quizzes be used to support students?

Answer 14

1. Helps more concrete, structured learners

2. Help students who need external motivation to be prepared and study

Question 15

What learning activities are considered “social” events?

Answer 15

In-Class Discussions
Observations
Experimentation

Question 16

The steps for teaching paraphrasing might include:

Answer 16

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.…”

Question 17

The final steps for teaching paraphrasing:

Answer 17

Asking student to reflect on:

1. how it would feel to use such responses, 2. share with one another their ideas about responses
2. give evidence for their answers

Question 18

How can instructors use video in teaching counseling students?

Answer 18

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.

Question 19

RE: video observations, what do these strategies challenge students to do?

Answer 19

1. generate answers from within
2. build on what they already know
3. contribute information from their own experiences

Question 20

Helpful feedback might be defined as:

Answer 20

Tentatively and specifically giving voice to one’s own experience of another’s behavior, usually using an ‘I’ statement” (Eriksen & Bruck)

Question 21

What type of feedback is encouraged?

Answer 21

Specific observations (not global negative or positive evaluations)

Question 22

During the video feedback process, what is the student counselor responsibility ?

Answer 22

Solicit feedback and self-critique

Question 23

During the video feedback process, what may the instructor ask the student to focus on?

Answer 23

1. their internal process
2. How they felt
3. Trust their own internal indicators about what worked or did not work.

Question 24

How does in-class counseling practice support the student?

Answer 24

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

Question 25

What is the process of outside classroom practice of counseling?

Answer 25

1. Begin with short, structured sessions, 1 micro skill at a time.
2. Increase time and complexity through semester

Question 26

What are the benefits of outside classroom practice of counseling?

Answer 26

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

Question 27

What structure do Instructors provide for between-class practice sessions?

Answer 27

1. State specific length of time for sessions
2. Include certain subskills
3. Be audio-or video-recorded

Question 28

What do theorists consider to be a developmental achievement?

Answer 28

The ability to reflect on one’s life, the capacity to take oneself as “object”

Question 29

What are the benefits of the cycle of active reading, demonstration, discussion, and activity in learning?

Answer 29

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.

Question 30

What does Eriksen believe formative evaluation is mostly based on?

Answer 30

Observable behavior

Ability to make sense of two factors: one’s own and the client’s behavior.

Question 31

Formative evaluation or feedback takes several forms:

Answer 31

1. Self-evaluation
2. Peer evaluation
3. Instructor evaluation

Question 32

For the counseling skills course, describe summarize evaluation.

Answer 32

Analyzing and evaluating students’ mastery of counseling skills and their ability to think about what clients most need

Question 33

What is an example of a summative evaluation?

Answer 33

Video demonstration of an exemplary counseling session that demonstrates skills learned in class

Question 34

What feedback should instructors give for a video evaluation?

Answer 34

1. what worked well
2. other possible interventions
3. extend the counselor’s range of possibilities
4. interventions that might be better received by the client.