Wake Forest University Department of Counseling
CNS739: Advanced Counseling Skills & Crisis Management
Fall-2 2025
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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. Saundra Penn
Email: spenn@wfu.edu
Course Description
This course focuses on expanding the development of students' counseling skills (as begun in CNS 737), with a particular emphasis on the knowledge, skills, and awareness needed to work effectively with clients who may be in crisis. The advanced component of this class is understanding when and why to use a particular skill. To better assist students' clients in the future, this course will also place a high priority on each student’s ability to develop a greater sense of self-awareness and introspection. Students will also learn how to help a client identify goals and understand the five stages of changes. A central element of counseling, and specifically crisis intervention, is sitting with, holding, and tolerating intense emotional experiences, this course will enhance students' ability to experience, and assist others in experiencing, a full range of human emotions.
Course Objectives
This course has two primary objectives:
- Further develop their overall existing counseling skills and advanced Counseling Skills:
- Students will develop an awareness of the implications of counselor and client characteristics and their effect on the helping process (i.e., age, gender, culture, verbal and nonverbal behaviors, ethical and legal issues, capabilities, developmental level, etc.). (CACREP 3.E.7, 3.E.8)
- Students will deepen their awareness of themselves and the influence of their own thoughts, feelings, and behaviors on the counseling process and relationship. (CACREP 3.E.8)
- Students will learn the conditions under which particular theoretical models and techniques can be utilized most effectively. (CACREP 3.E.1, 3.E.3, 3.E.13, 3.E.15)
- Students will demonstrate the ability to conduct an effective counseling interview. (CACREP 3.E.9)
- Provide students with specific training in managing crisis situations within a counseling setting:
- Students will develop awareness of crisis intervention, trauma-informed, and community based strategies, such as psychological first aid. (CACREP 3.E.19, 3.E.20)
- Students will conduct appropriate assessments in crisis situations, demonstrate knowledge of the effects of crisis on persons of all ages/developmental levels. (CACREP 3.E.19, 3.E.10, 3.G.13, 3.G.14, 3.G.15)
- Students will demonstrate effective intervention skills, and will learn strategies for assessing the effectiveness of their interventions. (CACREP 3.E.15)
- Students will demonstrate effectiveness in conducting suicide risk assessments, developing specific interventions related to suicide, and consider procedures for assessing risk of aggression or danger to others and self-inflicted harm. (CACREP 3.E.19, 3.G.13)
Course Materials
Course materials refer only to the 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 Texts
- Young, M. E. (2025). Learning the art of helping: Building blocks and techniques (8th ed.). Prentice-Hall.
- ISBN: 780138116569 (paperback)
- ISBN: 9780138118327 (e-book)
- James, R.K., Whisenhunt, J.L., & Meyer, R.A. (2025). Crisis intervention strategies (9th ed.). Cengage.
- ISBN: 978-0-357-62269-8
Required Readings
The following are available as links to articles on the course pages, WFU library readings, or through Course Materials, which is accessible from the Modules section:
- Hutchinson, D. (2012). The counseling skills practice manual. SAGE Publications.
- Douglas, F. (2022). Cultivating Empathy: Do We Really Know How Our Clients Feel? (PDF) Psychotherapy Networker, 46(4), 48-52.
- Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
- Slattery, J. M. & Park, C.L. (2020). Empathetic counseling: Building skills to empower change. (2nd ed.) American Psychological Association. pp. 160–164
- Ward, D.E. (1984). Termination of individual counseling: Concepts and strategies. Journal of Counseling and Development, 63, 21–25.
- Norcross, J.C., Zimmerman, B.E., Greenberg, R.P., & Swift, J.K. (2017). Do all therapists do that when saying goodbye? A study of commonalities between termination behaviors. Psychotherapy, 54(1), 66–75.
- Treadway, D. (2022). Shattered by Suicide: Helping Families in the Aftermath (PDF). Psychotherapy Networker, 46(4), 35-39,55
- Granello, D. H. (2010). A suicide crisis intervention model with 25 practical strategies for implementation. Journal of Mental Health Counseling, 32(3), 218–235.
- McGlothlin, J., Page, B., & Jager, K. (2016). Validation of the SIMPLE STEPS model of suicide assessment. Journal of Mental Health Counseling, 38(4), 298–307.
- Safety Planning Guide A Quick Guide for Clinicians. (n.d.).
- Gold, J. (n.d.). We Need To Talk About Another Pandemic Mental Health Crisis: Therapist Burnout. Forbes.
Additional Materials
Webcam - in order to fully participate in weekly live sessions and triads, students will need to have access and use of a webcam.
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.
Attendance at one live session is mandatory by the end of Week 5. Students are required to attend the office hour of either their Lead Faculty or PI to engage in live skills practice. In order to receive credit, students should have their camera on and participate actively.
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 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. Students are expected to respond to their peers in a professional and engaging manner that neither attacks nor demeans their peers' perspectives.
Discussion 1.1: Non-judgmental Listening Skills Evaluation
Description: Students will reflect on their strongest and weakest counseling skills, outline realistic strategies for improvement, and discuss the importance of being a client-centered therapist as they prepare for practicum and internship.
Discussion 1.2: Motivational Interviewing Video Response
Description: Students will analyze a segment of a Motivational Interviewing session to evaluate the counselor''s use of nonjudgmental listening and discrepancy skills, reflect on their effectiveness using rating scales, and support their insights with scholarly references.
Discussion 2.1: Goal Setting
Description: Students will view two counseling videos to evaluate goal-setting techniques and the use of OARS skills, then respond to guided questions and engage in peer discussion to deepen understanding of effective counseling strategies.
Discussion 5.1: Tightropes & Safety Nets: Counseling Suicidal Clients
Description: Students will analyze one of three suicide assessment case vignettes to evaluate counseling and safety planning skills, assess client risk, and propose appropriate interventions, while engaging in peer discussion to deepen understanding.
Discussion 6.1: Crisis Resources Presentation
Description: Students will create a 7–10 minute video presentation identifying crisis types within a chosen client population, describing one local and one national resource for support, and reflecting on how these insights will inform their practicum and future counseling practice.
Discussion 7.1: Domestic Violence
Description: Students will develop supportive and nonjudgmental responses to a client experiencing domestic violence, reflect on the challenges of counseling in such situations, and engage in peer dialogue to explore diverse approaches to client safety and empowerment.
Discussion 7.2: Burnout Prevention
Description: Students will reflect on signs of burnout and compassion fatigue, identify personal self-care strategies to prevent burnout, and engage in peer discussion supported by scholarly references.
Assignments
These are the assignments that will be completed and submitted throughout the duration of the course.
Assignment 1.1: Working in Triads
- Description: Throughout this course, students will be required to work in triads, as they did in CNS 737: Basic Counseling Skills and Techniques. During each triad one student will act as counselor, one student will act as the client, and one student will be an observer. Students will have an opportunity to play each role.
- Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10
Group Assignments 2.1, 3.1, 4.1, 5.2, and 6.2: Triad Assignments
- Triad work, which will occur throughout the semester, is an opportunity for students to practice and receive feedback on the counseling skills that are covered in the course. Triad work will present students with opportunities to observe other students demonstrating counseling skills.
- Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10
Assignment 4.2: Skills Assessment (Anthology Portfolio)
- Description: For this assignment, rather than pair up with a classmate, students will find a friend or acquaintance whom they can mock counsel face-to-face (via Zoom or face-to-face, depending on their comfort, safety, and the guidelines of their state).
- Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15
Assignment: Required Office Hours Attendance
- Description: For this assignment, students are required to attend the office hour of either their Lead Faculty or PI by the end of Week 5 to engage in live skills practice.
- Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.4, 3.E.8, 3.E.9, 3.E.10
Assignment 5.1: Skills Assessment Paper (Anthology Portfolio)
- Description: For this assignment, students will give themselves constructive, detailed feedback about the skills they used, and respond to feedback offered by the instructor in assignment 4.2.
- Meets CACREP Standard(s): 3.E.6, 3.E.7, 3.E.8, 3.E.11, 3.E.12
Assignment 6.1: Skills Assessment (Anthology Portfolio)
- Description: For this assignment, students will be paired with a classmate to record a second video and demonstrate their use of suicide assessment/intervention skills.
- Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15, 3.E.19
Assignment 7.1: Skills Assessment Paper (Anthology Portfolio)
- Description: For this assignment, students will give themselves constructive, detailed feedback about the skills they used, and respond to feedback offered by the instructor in assignment 7.1. Additionally students will write a progress note based on the suicide assessment and speak to next steps beyond the session.
- Meets CACREP Standard(s): 3.E.7, 3.E.8, 3.E.11, 3.E.12
Assignment 7.2: Professional Dispositions and Behavior Rating (PDBR) Process Initiation
- 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
Quizzes in Weeks 4–7 cover material from those particular weeks.
Student Learning Outcomes / Key Performance Indicators
There are four signature assignments for this course, the two video recordings and their corresponding self-assessment papers, that are to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The signature assignments 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 reporting 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 outcome on which you will be evaluated for the video recording assignments is V.a.: Students demonstrate their use of evidence-based counseling strategies and techniques to develop and sustain therapeutic relationships. The student learning outcome on which you will be evaluated for the self-assessment assignments is I.b: Students possess awareness of themselves and an ability to self-evaluate.
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 make in the workplace. It is, however, understood that sometimes circumstances arise that are beyond one's 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 and extension approved by the Lead Faculty, 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 |
|---|---|
| Discussions | 215 |
| Signature assignments | 435 |
| Assignments | 215 |
| Quizzes | 80 |
| Total | 945 |
Grading Scale
This table lists the letter grade corresponding to ranges of points.
Final grading is at the discretion of the faculty.
| 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 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 to an exam.
- Use of notes, books, or other outside sources 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, forgery, literary theft, and expropriation of some other person's work. Plagiarism also includes electronic information of all types.
- 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 to 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 support 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.
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. 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. We hope that you will join us along this journey, with a commitment to advocacy and opportunity in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
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, or explore campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more.
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), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)
Week 1: Non-judgmental Listening and Challenging & Identifying Discrepancies (October 13 – October 19)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Assessment of Skills: Reviewing the Non-judgmental Listening Cycle Course Objectives: 1 A, B, D Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.12 |
Read the following in the Young textbook:
Read Giving and Receiving Feedback, from Hutchinson, D. (2012). The counseling skills practice manual, available through Course Reserves.
|
Discussion 1.1: Non-judgmental Listening Skills Evaluation (Initial Post Due Day 4, Reply Posts Due Day 7) | Assignment 1.1: Working in Triads (Due Day 2) | None |
| Lesson 2: Challenging & Identifying Discrepancies Course Objectives: 1 C, D |
Read the following in the Young textbook:
Read the following chapters in Miller and Rollnick (2013). Motivational Interviewing: Helping People Change, available through Course Reserves.
|
Discussion 1.2: Motivational Interviewing Video Response (Initial Post Due Day 4, Reply Posts Due Day 7) | None | None |
Week 2: Focusing and Goal Setting (October 20 – October 26)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Stages of Change & Focusing Course Objectives: 1 D |
Read the following article, available through Course Reserves:
Read the following in the Young textbook:
|
None | None | None |
| Lesson 2: Introduction to Goal Setting Course Objectives: 1 D Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.12 |
Read the following in the Young textbook:
Read the following chapter in Miller and Rollnick. (2013). Motivational Interviewing: Helping People Change, available through Course Reserves:
|
Discussion 2.1: Goal Setting (Initial Post Due Day 4, Reply Posts Due Day 7) | Group Assignment 2.1: Triad Assignment (Due Day 7) | None |
Week 3: Advanced Goal Setting and Termination (October 27 – November 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Advanced Goal Setting and Taking Action Course Objectives: 1 D Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10, 3.E.12, 3.E.14 |
Review the following chapters in Miller and Rollnick (2013). Motivational Interviewing: Helping People Change, available through Course Reserves.
|
None | Group Assignment 3.1: Triad Assignment (Due Day 7) | None |
| Lesson 2: Termination of the Counseling Relationship Course Objectives: 1 A, B, C, D |
Read the following in the Young textbook:
Read the following articles, available through Course Reserves:
|
None | None | None |
Week 4: Crisis Counseling (November 3 – November 9)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Crisis Counseling Course Objectives: 2 A Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15 |
Read the following in the James et al. textbook:
|
None | Group Assignment 4.1: Triad Assignment (Due Day 7) Assignment 4.2: Skills Assessment (Due Day 7) |
Quiz 4.1: Review (Due Day 7) |
Week 5: Suicide Assessment and Intervention (November 10 – November 16)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Suicide Assessment, Intervention, and Safety Planning Course Objectives: 2 B, C, D Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.4, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.11, 3.E.12 |
Read the following in the James et al. textbook:
Read the following articles, available through Course Reserves:
|
Discussion 5.1: Tightropes & Safety Nets: Counseling Suicidal Clients (Initial Post Due Day 4, Reply Posts Due Day 7) | Assignment 5.1: Skills Assessment Paper (Due Day 7) Assignment: Required Office Hours Attendance (Due Day 7) Group Assignment 5.2: Triad Assignment (Due Day 7) |
Quiz 5.1: Review (Due Day 7) |
Week 6: Disorders of Traumatic Stress and School Crisis (November 17 – November 23)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Disorders of Traumatic Stress Course Objectives: 2 A, B, C Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10, 3.E.12, 3.E.14, 3.E.15, 3.E.17, 3.E.19 |
Read the following in the James et al. textbook:
|
Discussion 6.1: Crisis Resources Presentation (Initial Post Due Week 6 Day 7, Reply Posts Due Week 7 Day 7) | None | None |
| Lesson 2: School Crisis Course Objectives: 2 B, C Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15, 3.E.19 |
Read the following in the James et al. textbook:
|
None | Assignment 6.1: Skills Assessment (Due Day 7) Group Assignment 6.2: Triad Assignment (Due Day 7) |
Quiz 6.1: Review (Due Day 7) |
Fall Break (November 24 – November 30)
Week 7: Interpersonal Violence and Sexual Assault (December 1 – December 7)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Interpersonal Violence Course Objectives: 2 B, C |
Read the following in the James et al textbook:
|
Discussion 7.1: Domestic Violence (Initial Post Due Day 4, Reply Posts Due Day 7) | None | None |
| Lesson 2: Sexual Assault Course Objectives: 2 B, C Meets CACREP Standard(s): 3.E.7, 3.E.8, 3.E.11, 3.E.12 |
Read the following in the James et al. textbook:
Read the following article:
|
Discussion 7.2: Burnout Prevention (Initial Post Due Day 4, Reply Posts Due Day 7) |
Assignment 7.1: Skills Assessment Paper (Due Day 7) Assignment 7.2: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (Due Day 7) |
Quiz 7.1: Review (Due Day 7) |
For a list of image credits for this course, visit the CNS739 Credits Page.