Chapter 7-Constructing the Counseling Skills Course Flashcards
What are objectives of the Counseling Skills Course?
- Interviewing Skills
- Helping Interview
- 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?
- let interviewees hold the power
- evoke the client’s agenda
- encourage counselees’ willingness to question all advisors
What do the authors state is a proposed way of helping?
- 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:
- embedded in or subject to their relationships and to rules
- able to meet their own needs, but more likely to sacrifice these to meet another’s needs
- 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:
- determined and defined by others
- needing to maintain relationships, be approved of, not challenge conventions
- more likely to experience undifferentiated fusion in relationships
- 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?
Support
- Celebrating their kindness and ability to tune in carefully to clients
- 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?
Challenge
- urging students to think about why they are doing what they are doing
- examine their multiple and even contradictory inner urges
- decide whether preserving conventions and relationships at all costs is helpful
- establish a separateness from others’ definitions
- be self-reflective
What personal benefits emerge for students through discovering and voicing their personal views?
- May say no to unhealthy relationships
- Discover the legitimacy of others’ views 3. Move from an authoritarian toward a dialogical epistemology, or from dualism to greater relativism
- Improve students’ interpersonal relationships.
How should instructors engage students in a manner that is parallel, or isomorphic, to the counselor-client relationship?
- Have empathy, respect, and unconditional positive regard
- Encourages and challenge students to try on new ways of being.
- Students cannot be merely “told” the right way to counsel.
- Students can advance through the process.
- Instructors value the expertise that students bring into the classroom.
What is a possible sequence of activities in the Counseling Skills Class?
- Read, reflect, discuss in class;
- observe, critique
- apply in action during class, critique
- practice outside of class, reflect, critique.
How may pop quizzes be used to support students?
- Helps more concrete, structured learners
2. Help students who need external motivation to be prepared and study
What learning activities are considered “social” events?
In-Class Discussions
Observations
Experimentation
The steps for teaching paraphrasing might include:
- Presenting a vignette
- asking students to do seatwork, privately write various formulaic responses (“You feel … because …)
- 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:
- how it would feel to use such responses, 2. share with one another their ideas about responses
- give evidence for their answers
How can instructors use video in teaching counseling students?
- Have students focus on specific client characteristics and responses.
- Have observing students focus on micro skills and counselor characteristics.
- Then, focus on macro skills to evaluate micro skills.
RE: video observations, what do these strategies challenge students to do?
- generate answers from within
- build on what they already know
- 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?
- their internal process
- How they felt
- Trust their own internal indicators about what worked or did not work.
How does in-class counseling practice support the student?
- can immediately be coached
- questions can be answered during teachable moments
- nonthreatening feedback from a variety of peers
- prepare for longer between-class practice sessions
