Wake Forest University Department of Counseling

CNS737: Basic Counseling Skills & Techniques
Fall-1 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Allison Forti

Email: fortiam@wfu.edu

Course Description

The overarching objective of this course is to help students develop the counseling skills necessary to create and maintain therapeutic relationships with clients. To that end, students will be provided opportunities to learn how to utilize effectively the following basic counseling skills: mirroring, non-verbal minimal encouragers, verbal minimal encouragers, invitational skills, open questions, closed questions, reflection of content (also called paraphrasing), reflection of feeling, reflection of meaning, and confrontation. As students learn how and when to utilize these skills, they will enhance students' ability to develop rapport with clients, listen actively, express empathy, and motivate clients to make positive changes. This course likely differs from many courses which students have taken during their academic career; rather than being evaluated on their cognitive understanding of these counseling skills, students will be evaluated on their ability to utilize these skills effectively. The counseling skills courses, which include basic and advanced counseling skills, although not overly weighty in content, are extremely weighty in importance, as they are preparatory to their practicum experience wherein students will provide counseling services to actual clients. Although not overly arduous to understand, many of these counseling skills are difficult to apply and, thus, take practice. Students are strongly encouraged to dedicate a good deal of time to practicing these skills. Students will be given opportunities to practice their counseling skills in “mock” counseling sessions, referred to as triads. Each week, students will meet synchronously with two other students in their cohort to practice counseling skills. In lieu of a traditional midterm and final exam, students will turn in two mock counseling session recordings in which they demonstrate their use of the basic counseling skills.

Course Objectives

Upon successful completion of this course, students will be able to:

  1. Demonstrate effective use of the following evidence-based counseling skills. (CACREP 3.E.8-9):
    • Active Listening
    • Minimal Encouragers
    • Reflections of Content
    • Reflections of Feelings
    • Reflections of Meaning
    • Summaries
    • Silence
    • Questions
  2. Describe counselor characteristics and behaviors that influence the helping process including age, gender, cultural differences, verbal and nonverbal behaviors, ethical and legal issues, personal characteristics, orientation, and skills. (CACREP 3.E.8-9)
  3. Discuss client characteristics and behaviors that influence helping processes including age, gender, cultural differences, verbal and nonverbal behaviors, personal characteristics, traits, capabilities, and life circumstances. (CACREP 3.E.8-9)
  4. Identify the attitudes, values, and beliefs which, according to selected theories, facilitate change and growth. (CACREP 3.E.8-9)
  5. Evaluate personal assets and areas for growth with respect to basic counseling skills development and describe ways to improve counseling skills. (CACREP 3.E.8-9)

Course Materials

Course materials refer only to textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.).

Required Text(s)

Young, M. E. (2020). Learning the art of helping: Building blocks and techniques. (7th ed). Pearson. ISBN: 9780135680124 (paperback); ISBN: 9780135680346 (epub); ISBN: 9780135680001 (ebooks)

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from the Modules section:

Additional Materials

Students will need a webcam for triad work throughout the course, as well as to complete the video recording assignments that are due in Week 4 and Week 7.

Review the Zoom instructions in preparation for the triad work.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisor interact with students primarily through individual/triadic and group supervision sessions. University supervisor also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Quizzes

In most weeks, students will complete practice quizzes based on the weekly readings. Students will have an unlimited amount of time to complete them, and are allowed 3 attempts to gain the best score possible.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Working in Triads

Throughout the course, students will be required to work in triads. One will act as counselor, one will be client, and the third will be an observer. Students will have an opportunity to play each role. For this assignment, they will complete a confidentiality form and a survey.

Assignments 2.1, 3.1, 4.1, 5.1, and 6.1: Triads

For these assignments, students will be placed in groups to practice and receive feedback on the counseling skills that are covered in the course. Students will also observe other students demonstrating counseling skills. Each member of the group will practice role playing the counselor, client, and observer.

Assignments 4.2 and 7.1: Video Recording

For these assignments, students will record 30-minute sessions in which they will demonstrate their ability to utilize the counseling skills covered in this course. Students will also be evaluated on their overall presence and their avoidance of the following skills: closed questions, advice-giving, interpretations, and judgment statements.

Assignments 4.3 and 7.2: Self-Assessment

For these assignments, students will write three- to four-page self-assessment papers describing their ability to utilize the basic helping skills. They will include areas of strength, areas of growth, and areas of weakness. In each area, they will describe how they plan to retain and/or improve these skills.

Assignment 7.3: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (CACREP 2.C.2.a, 2.C.2.b, 2.C.2.c, 2.E.1.c)

Students direct instructors to complete a PDBR form by completing this assignment. Instructors then complete a professional dispositions and behavior review (PDBR) form (Student Handbook, 2024, pp. 48-51) on the student regarding their achievement, professional dispositions, and behaviors that relate to their competence as counseling practitioners.

Student Learning Outcomes and Key Performance Indicators

There are four signature assignments for this course, including two video recordings and two self-assessment papers, that are to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. Both video recordings and self-assessment papers will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO)/key performance indicator (KPI) monitoring. For program evaluation and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcomes on which you will be evaluated for the video recordings and self-assessment papers are I.b: Students possess awareness of themselves and an ability to self-evaluate and V.a.: Students demonstrate their use of evidence-based counseling strategies and techniques to develop and sustain therapeutic relationships.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible
Quizzes 70
Discussions 40
Assignments 310
Total 420

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all–inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non–Discrimination Statement and policy on Non–Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to Helping (August 26 – September 1)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Becoming a Counselor & The Counseling Process

Course Objectives: 1, 2, 3, 4, and 5

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
    • Chapter 1, Helping as a Personal Journey

Discussion 1.1: The Journey toward Becoming an Effective Counselor (Initial Post Due Day 4, Reply Posts Due Day 7)

Discussion 1.2: The Reflective Practitioner (Initial Post Due Day 4, Reply Posts Due Day 7)

 Assignment 1.1: Working in Triads (Due Day 2) Quiz 1.1: Assessment of Learning for Chapter 1 (Due Day 7)

Week 2: The Therapeutic Relationship and Nonverbal Communication Skills (September 2 – September 8)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: The Therapeutic Relationship

Course Objectives: 1, 2, 3, 4, and 5

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 2, The Therapeutic Relationship
  • Chapter 3: The Cultural Climate and the Therapeutic Relationship

Read the following article:

  • Quilligan, S. (2007). Communication skills teaching: The challenge of giving effective feedback. The Clinical Teacher, 4(2), 100-105.
 Discussion 2.1: Enhancing the Therapeutic Relationship (Initial Post Due Day 4, Reply Posts Due Day 7) None Quiz 2.1: Assessment of Learning for Chapters 2 & 3 (Due Day 7)
Lesson 2: Nonverbal Communication Skills and Minimal Encouragers

Course Objective: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 4, pp. 76-86, Invitational Skills
 None Assignment 2.1: Triads: Nonverbal Communication (Due Day 7) None

Week 3: Invitational Skills and Reflections of Content (September 9 – September 15)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Invitational Skills: Questions

Course Objective: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 4, Invitational Skills
 Discussion 3.1: Open vs. Closed Questions (Initial Post Due Day 4, Reply Posts Due Day 7) None Quiz 3.1: Assessment of Learning for Chapter 4 (Due Day 7)
Lesson 2: Reflections of Content

Course Objectives: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 5, Reflecting Skills: Paraphrasing
 None Assignment 3.1: Triads: Open vs. Closed Questions and Reflections of Content (Due Day 7) Quiz 3.2: Assessment of Learning for Chapter 5 (Due Day 7)

Week 4: Review of Open Questions and Reflections of Content (September 16 – September 22)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Open Questions and Reflections of Content Review

Course Objectives: 1, 2, 3, 4, and 5

CACREP Standards: 3.E.8-9		 Review the readings from Week 3 in the Young text:
  • Chapter 4, Invitational Skills
  • Chapter 5, Reflecting Skills: Paraphrasing
 None

Assignment 4.1: Triads: Open Questions and Reflections of Content (Due Day 7)

Assignment 4.2: Video Recording 1 (Due Day 7)

Assignment 4.3: Self-Assessment 1 (Due Day 7)

 None

Week 5: Reflecting Skills: Feelings (September 23 – September 29)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Reflections of Feeling

Course Objectives: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 6, Reflecting Skills: Reflecting Feelings
 Discussion 5.1: Reflections of Feelings (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 5.1: Triads: Reflections of Feelings (Due Day 7) Quiz 5.1: Assessment of Learning for Chapter 6 (Due Day 7)

Week 6: Reflections of Meaning and Summarizing (September 30 – October 6)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Reflections of Meaning

Course Objectives: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 7, Advanced Reflecting Skills: Reflecting Meaning and Summarizing
 Discussion 6.1: Reflection of Meaning (Initial Post Due Day 4, Reply Posts Due Day 7) None Quiz 6.1: Assessment of Learning for Chapter 7 (Due Day 7)
Lesson 2: Summarizing

Course Objectives: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 7, Advanced Reflecting Skills: Reflecting Meaning and Summarizing
 Discussion 6.2: Core Values (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 6.1: Triads: Reflections of Meaning and Summarizing (Due Day 7) None

Week 7: Challenging Skills and Supervision Models (October 7 – October 13)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Challenging Skills

Course Objectives: 1

CACREP Standards: 3.E.8-9		 Read the following in the Young text:
  • Chapter 8, Challenging Skills
 None Assignment 7.1 Video Recording 2 (Due Day 7)

Assignment 7.2 Self-Assessment 2 (Due Day 7)		 Quiz 7.1: Assessment of Learning for Chapter 8 (Due Day 7)
Lesson 2: Clinical Supervision Models

Course Objectives: 2, 3, 4, and 5

CACREP Standards: 3.E.8-9		 Read the following articles:
  • Smith, K. L. (2009, Sept.). A brief summary of supervision models (PDF)
  • Crunk, A. E., & Barden, S. M. (2017). The common factors discrimination model: An integrated approach to counselor supervision. The Professional Counselor, 7(1), 62–75.
 Discussion 7.1 Roles That Supervision Play in the Counseling Process (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 7.3: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (Not Graded) None

For a list of image credits for this course, visit the CNS737 Credits Page.