Course Syllabus
HR 5463 - Counseling Skills in Human Relations
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course provides an introduction to basic counseling skills (attending, listening, responding, and problem-solving) through role play and application. Students gain basic counseling skills and techniques by participating in simulated counseling sessions with peers or AI-generated clients through SimCare.
Course Prerequisites
- HR 5533 - Counseling Theories in CMHC
- HR 5883 - Introduction to the Counseling Profession
- HR 5452 Ethical Issues in Human Relations Counseling
- HR 5663 Psychopathology
- HR 5613 Assessment and Evaluation in Counseling
Required Course Materials
- Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2024). Essentials of intentional counseling and psychotherapy in a multicultural world (4th ed.). Cengage. ISBN 10-0357764633
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Videos
- Online content (Canvas)
- Asynchronous discussion
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses, you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smartphones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face-to-face.
- Many times, professors will add course media and assignment drop boxes to Canvas, and you need reliable access.
- Computer labs are available on campus in the OU library, and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates, may require at-home access to technology. The weather may be unpredictable and may require alternative class time, such as a Zoom meeting. Accessing a webcam and a microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and help you connect with your instructors and classmates.
For more support, contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Learning Outcomes & CACREP Standards
Basic Counseling Skills
| Learning Outcome | CACREP Standard |
|---|---|
|
self-care, self-awareness, and self-evaluation strategies for ethical and effective practice |
3.A.11 |
|
case conceptualization skills using a variety of models and approaches |
3.E.3 |
|
consultation models and strategies |
3.E.4 |
|
culturally sustaining and responsive strategies for establishing and maintaining counseling relationships across service delivery modalities |
3.E.7 |
|
counselor characteristics, behaviors, and strategies that facilitate effective counseling relationships |
3.E.8 |
|
interviewing, attending, and listening skills in the counseling process |
3.E.9 |
|
counseling strategies and techniques used to facilitate the client change process |
3.E.10 |
|
strategies for adapting and accommodating the counseling process to client culture, context, abilities, and preferences |
3.E.11 |
|
goal consensus and collaborative decision-making in the counseling process |
3.E.12 |
|
developmentally relevant and culturally sustaining counseling treatment or intervention plans |
3.E.13 |
|
development of measurable outcomes for clients |
3.E.14 |
|
record-keeping and documentation skills |
3.E.16 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| *Attendance | 3.A.11, 3.E.3, 3.E.4, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.13, 3.E.14, 3.E.16, 5.C.4, 5.C.7 |
|
12% |
| Discussion Boards | 3.A.11, 3.E.3, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.16, 5.C.7 | Six essay-style discussion assignments | 23% |
| *Session Recordings | 3.E.8, 3.E.9, 3.E.10, 3.E.11 | Record and transcribe two practice sessions | 50% |
| Treatment Plan | 3.E.12, 3.E.13, 3.E.14 | Written plan based on client goals and case conceptualization | 7% |
| Final Exam | 3.A.11, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.13 | Comprehensive exam - multiple choice & essay | 8% |
| Total | 100% |
*Indicates Key Performance Indicators (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation: Live Sessions
You can earn participation points in two ways:
-
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Submit Assignment" button at the top of the Live Session page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up Alternative Assignment: In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session. Under each Live Session recording is an alternative assignment that will allow you to receive credit for that module. Details for the make-up assignment can be found in the Live Session page for each module.
Make-up session assignments are due by 11:59 PM on Sunday following the missed Live Session.
*Final Evaluation
The instructor will provide an evaluation of the student's dispositions and basic skills acquisition at the end of the term using the PCPE.
An evaluation is considered 'passing' if the average score equals 2.5 or higher. A 'not passing' evaluation indicates that the student has not demonstrated competence in the skills that are necessary for success in practicum and internship. It is up to the instructor's discretion whether further remediation is required, including the assignment of an 'I' or 'U' grade.
Discussion Boards
In lieu of meeting to discuss required readings, students will complete six essay-style discussion assignments for each lesson.
Each student will complete an original post in response to the provided discussion questions.
- Responses should be equal to a half-page essay post (approximately 2 paragraphs).
- The initial response posts are due each week on Friday by 11:59 PM.
In addition, students will be required to reply to at least two of their classmates' essay posts each week.
- These replies are due on Sunday by 11:59 PM each week. Replies should be respectful and insightful.
- Replies are to be a minimum of four (4) comprehensive paragraphs.
*Session Recordings
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Students will practice the counseling skills learned in this course with other classmates in brief real play recorded counseling sessions. Students will submit a 15-20-minute recording demonstrating their use of the week's assigned skills with a peer "client". Students will also submit a transcription of a 10-minute segment from the recorded session, notating the verbal and nonverbal skills used.
Treatment Plan
Students will develop and submit a (modified) treatment plan based on their peer "client's" goals and case conceptualization. A template will be provided. Include an annotated bibliography of peer-reviewed research that supports the use of each selected intervention for your client's concerns and/or goals.
Final Exam
The comprehensive final exam will consist of multiple-choice and essay questions. It will have a 60-minute time limit.
Course Policies
Communication
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (1.3). How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply, usually 24 hours M-F. Give students an estimate of how to communicate with you over the weekend (e.g., "Emails received during the weekend will receive a response within 48 hours).
How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners needing encouragement to "speak up." 🚩🚩
Feedback
🚩🚩 This content aligns with QM Specific Review Standards: Essential (5.3) and Recommended (3.5). Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments. 🚩🚩
Late Policy
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.5). Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩
Plagiarism
🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.6). Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|