Wake Forest University Department of Counseling
CNS737: Basic Counseling Skills & Techniques
Spring-1 2026
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Student Learning Outcomes/Key Performance Indicators
- Late Work
- Grading Policies
- Grading Scale
- AI Policy
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- A Welcoming Learning Environment for All
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Brittany Wyche
Email: wychebe@wfu.edu
Lead Faculty: Dr. Philip Clarke
Email: clarkepb@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:
- 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
- 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)
- 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)
- Identify the attitudes, values, and beliefs which, according to selected theories, facilitate change and growth. (CACREP 3.E.8-9)
- 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
Items listed refer only to the textbook(s), WFU library readings, or scholarly articles or resources, and are typically available through the Course Materials tool (accessible via the Course Menu or Getting Started Module). Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.).
Required Text(s)
Young, M. E. (2024). Learning the art of helping: Building blocks and techniques. (8th ed). Pearson.
- ISBN: 978-0-13-811656-9 (paperback); ISBN: 9780138118327 (ebook)
Required Materials
The following are available through Course Materials:
- Quilligan, S. (2007). Communication skills teaching: The challenge of giving effective feedback. The Clinical Teacher, 4(2), 100–105.
- Basic Attending Skills, 4th Ed. (2007). [Video/DVD] Microtraining Associates.
- Culturally Competent Counseling and Therapy: Innovative Approaches to Counseling Asian-American People. (2000). [Video/DVD] Microtraining Associates.
- Training Essentials. (2005). [Video/DVD] University of South Wales, Newport.
- Smith, K. L. (2009). 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.
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: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Live Sessions are not mandatory, but student attendance is encouraged. When critical information is presented in a live session, the lead faculty will either record the session or provide a summary of pertinent information. In this case, students are required to view the recording/read the summary as part of the lesson instructional materials for that week.
In the skills class, students are often eager for more faculty demonstrations of skills. Attending and viewing recordings of Live Sessions and Office Hours are the best way to access these live demos!
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 Basic Skills, there will be the opportunity for live demonstration and identification of the skills.
In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors 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.
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.
Discussion 1.2: The Journey toward Becoming an Effective Counselor
- Value: 5 points
- Description: Students will answer questions derived from the textbook.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 1.3: The Reflective Practitioner
- Value: 5 points
- Description: Students will answer self-reflection prompts derived from the textbook.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 2.1: Enhancing the Therapeutic Relationship
- Value: 5 points
- Description: Students will use interpersonal style traits listed on a continuum to reflect on their natural style.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 3.1: Open vs. Closed Questions
- Value: 5 points
- Description: Students will first complete an interactive activity designed to demonstrate the difference between open and closed-ended questions. Students will then review their answers to the questions and post them to the discussion board.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 5.1: Reflections of Feelings
- Value: 5 points
- Description: Students will watch a video clip and respond to the prompts.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 6.1: Reflection of Meaning
- Value: 5 points
- Description: Students will read the client statements derived from exercises in the textbook and identify their meaning.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 6.2: Core Values
- Value: 5 points
- Description: Students will share some of their core values and answer the prompts.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Discussion 7.1: Roles That Supervision Play in the Counseling Process
- Value: 5 points
- Description: Students will answer a question regarding the various roles that a supervisor might play in the counseling process.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignments
These are the assignments that will be completed and submitted throughout the duration of the course.
Assignment 1.1: Working in Triads
- Value: 10 points
- Description: 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 to be placed in triads.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 2.1: Triads: Nonverbal Communication
- Value: 10 points
- Description: For this Triads assignment, 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. Triads will meet synchronously each week. Triads will be recorded via Zoom using Gallery View to the Cloud and recording links will be submitted to Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 3.1: Triads: Open vs. Closed Questions and Reflections of Content
- Value: 10 points
- Description: For this Triads assignment, 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. Triads will meet synchronously each week. Triads will be recorded via Zoom using Gallery View to the Cloud and recording links will be submitted to Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 4.1: Triads: Open Questions and Reflections of Content and Optional Reflections of Feeling
- Value: 10 points
- Description: For this Triads assignment, 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. Triads will meet synchronously each week. Triads will be recorded via Zoom using Gallery View to the Cloud and recording links will be submitted to Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 4.2: Video Recording 1
- Value: 90 points
- Description: 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. Students will also complete transcripts of portions of their recordings to evaluate their skills. Recordings will be completed via Zoom recorded in Gallery View and stored in the Cloud. Recordings and transcripts will be shared to Anthology via Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 4.3: Self-Assessment 1
- Value: 20 points
- Description: 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.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 5.1: Triads: Reflections of Feelings
- Value: 10 points
- Description: For this Triads assignment, 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. Triads will meet synchronously each week. Triads will be recorded via Zoom using Gallery View to the Cloud and recording links will be submitted to Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 6.1: Triads: Reflections of Meaning and Summarizing
- Value: 10 points
- Description: For this Triads assignment, 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. Triads will meet synchronously each week. Triads will be recorded via Zoom using Gallery View to the Cloud and recording links will be submitted to Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 7.1: Video Recording 2
- Value: 120 points
- Description: 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. Students will also complete transcripts of portions of their recordings to evaluate their skills. Recordings will be completed via Zoom recorded in Gallery View and stored in the Cloud. Recordings and transcripts will be shared to Anthology via Canvas.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 7.2: Self-Assessment 2
- Value: 20 Points
- Description: 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.
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Assignment 7.3: Professional Dispositions and Behavior Rating (PDBR) Process Initiation
- Value: 0 Points
- Description: 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.
- Meets CACREP Standard(s): 2.C.2.a, 2.C.2.b, 2.C.2.c, 2.E.1.c
Quizzes
Students will complete quizzes based on the weekly readings. Students will have an unlimited amount of time to complete them, and are allowed 1 attempt. The quizzes are open-book, but it is recommended that you still read and prepare ahead of time to be best able to identify the correct answers.
Quiz 1.1: Assessment of Learning for Chapter 1
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 2.1: Assessment of Learning for Chapter 2 & 3
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 3.1: Assessment of Learning for Chapter 4
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 3.2: Assessment of Learning for Chapter 5
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 5.1: Assessment of Learning for Chapter 6
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 6.1: Assessment of Learning for Chapter 7
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Quiz 7.1: Assessment of Learning for Chapter 8
- Value: 10 points
- Meets CACREP Standard(s): 3.E.8, 3.E.9
Student Learning Outcomes/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.
| Assignment | Points Possible |
|---|---|
| Quizzes | 70 |
| Discussions | 40 |
| Assignments | 310 |
| Total | 420 |
Final grading is at the discretion of the faculty.
Note: Per Department and University policy, for skills and clinical courses such as this one, a grade below 82.5 will result in the student being required to re-take the course.
Grading Scale
This table lists the letter grade corresponding to ranges of points.
| 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 |
AI Policy
The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:
- Brainstorming and refining your ideas
- Drafting an outline to organize your thoughts
- Checking grammar and style
The use of generative AI tools is not permitted for the following activities:
- Generating sources for a writing assignment
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF) If you are uncertain about whether you can use AI in any other instance, please ask your instructor.
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:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student answers during an exam.
- Use of notes or books during exam when prohibited.
- Collaboration on homework or take–home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Using AI to generate discussion posts and written assignments.
- Assisting someone in doing any of the above.
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 (PDF).
Synchronous Class Recording Notice
In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:
- Recording of Synchronous Class Sessions. All or some in–person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
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:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
Technical Requirements
Identify the minimum device configuration requirements for this institution.
Identify the minimum technical requirements to view the online course.
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:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
- Support with Zoom licensing access.
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:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
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.
A Welcoming Learning Environment for All
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 - to better the lives of all humans. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity. 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.
To learn more about WFU’s commitment to ensuring a welcoming learning environment for all, read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability, and explore campus resources.
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:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Please Note: Readings refer only to the textbook(s), WFU library readings, or scholarly articles or resources, and are typically available through the Course Materials tool (accessible via the Course Menu or Getting Started Module). Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.).
Week 1: Introduction to Helping (January 12 – January 18)
| 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:
|
Discussion 1.1: Introduction (Ungraded) Discussion 1.2: The Journey toward Becoming an Effective Counselor (Initial Post Due Day 4, Reply Posts Due Day 7) Discussion 1.3: 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 (January 19 – January 25)
| 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:
Read the following article, available through Course Materials:
|
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:
|
None | Assignment 2.1: Triads: Nonverbal Communication (Due Day 7) | None |
Week 3: Invitational Skills and Reflections of Content (January 26 – February 1)
| 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:
|
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:
|
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 and Reflections of Feeling Pt. 1 (February 2 – February 8)
| 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:
|
None |
Assignment 4.1: Triads: Open Questions and Reflections of Content and Optional Reflections of Feeling (Due Day 7) |
None |
| Lesson 2: Reflecting Feelings Pt. 1 Course Objectives: 1 CACREP Standards: 3.E.8-9 |
Read the following in the Young text:
|
None |
None |
None |
Week 5: Reflecting Feelings Pt. 2 & Reflecting Meaning Pt. 1 (February 9 – February 15)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Reflections of Feeling Pt. 2 Course Objectives: 1 CACREP Standards: 3.E.8-9 |
Review the following in the Young text:
|
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) |
| Lesson 2: Reflections of Meaning Pt. 1 Course Objectives: 1 CACREP Standards: 3.E.8-9 |
Read the following in the Young text:
|
None | None | None |
Week 6: Reflections of Meaning Pt. 2 and Summarizing (February 16 – February 22)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Reflections of Meaning Pt. 2 Course Objectives: 1 CACREP Standards: 3.E.8-9 |
Review the following in the Young text:
|
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:
|
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 (February 23 – March 1)
| 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:
|
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, available through Course Materials:
|
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.