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 skills and techniques of basic counseling by participating in simulated counseling sessions with peers.
Course Prerequisites
- HR 5003 - Theoretical Foundations in Human Relations Counseling / HR 5533 - Counseling Theories in CMHC
- HR 5402 - Psycho-Social Development / HR 5923 - Human Growth & Development
- HR 5883 - Introduction to the Counseling Profession
- HR 5483 - Diagnosis in Human Relations Counseling
- HR 5453 - Ethics in Human Relations Counseling
- HR 5643 - Crisis Intervention / Crisis Intervention and Trauma Counseling
- HR 5893 - Psychopharmacology
- HR 5663 - Psychopathology
- HR 5433 - Group 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., smart phones) 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. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and 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 can connect you to your instructors as well as your fellow 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 word processing programs such as 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 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
|
intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management |
5.C.4 |
|
strategies for interfacing with integrated behavioral health care professionals |
5.C.7 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Live Sessions | 3.A.11, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.16, 5.C.4, 5.C.7 | Participation in weekly Live Sessions | 20% |
| 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 | Weekly essay-style discussion assignments | 20% |
| *Session Recordings | 3.E.8, 3.E.9, 3.E.10, 3.E.11 | Record and transcribe three practice sessions | 45% |
| Treatment Plan | 3.E.12, 3.E.13, 3.E.14 | Written plan based on client goals and case conceptualization | 5% |
| 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 | 10% |
| Total | 100% |
*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.
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
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 (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session then write a 2-3 paragraph summary of the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field. Make-up session summaries are due Sunday by 11:59 PM following the missed Live Session.
Discussion Boards
In lieu of meeting to discuss required readings, students will complete weekly essay-style discussion assignments for each lesson.
Each student will complete an original post in response to the discussion questions provided.
- 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 full sentences in length.
*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 20-minute recording featuring their use of the week's assigned skills on a peer "client". They will also submit a transcription of a 10-minute segment from the recorded session, notating the verbal and nonverbal skills used. Lastly, they will provide feedback for another student's recording. The videos and transcriptions are due on Friday by 11:59 PM of the week they are assigned.
In addition, students will be required to review and provide feedback to an assigned classmate.
- This feedback is due on Sunday by 11:59 PM of the week it is assigned. Feedback should be respectful, insightful, and focused on constructive growth.
- Feedback can be written or recorded. Feedback, whether written or recorded, must be equal to four full sentences in length.
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 time limit of 60 minutes.
Course Policies
Communication
Feedback
Feedback on assignments will be completed within 7 days of submission.
Late Policy
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
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 |
|---|---|---|