Course: CPY 525: Counseling Theories And Practice
Course:CPY 525: Counseling Theories and PracticeCourse Schedule:Spring Semester 2015 Wednesdays – 6:45-9:15 pm (CCS 226)Instructor:Anthony J. Schefstad, PhD, LCSW, MAOffice: AdjunctPhone: (407) 462-6210E-mail: Schefstad@aol.comOffice Hours: By AppointmentCourse Description:This course focuses on the development of fundamentalcounseling skills. In addition to in-class presentation and skill demonstration, students areinvolved in laboratory and supervision meetings designed to facilitate skill development. Thiscourse assists students in developing an understanding of counseling processes from initialclient contact to termination. The objectives are to build upon students’ previously learnedbehaviors and to acquire additional knowledge and skills. Course content includes counselingprocess models, critical dimensions of helping, and experiences designed to assist students inthe formulation of a personal philosophy system of counseling. Prerequisite: CPY 520.Course Structure:Because the emphasis in this course is on skills ratherthan knowledge (though intention behind skills is vital for success in this course), the primaryformat for the course will be experiential. Class discussions, demonstrations, video reviews, andpractice sessions will be supplemented by brief lectures with an emphasis on the enactment ofbasic counseling techniques.Course Goals and Objectives:Upon successful completion of this course, a student willgain an understanding of the counseling process in amulticultural society including all of the following:1) Counselor characteristics and behaviors that influence helping processes (II.G.5.b.)2) Essential interviewing and counseling skills (II.G.5.c.)3) Counseling theories that provide the student with models to conceptualize clientpresentation and that help the student select appropriate counseling interventions.Students will be exposed to models of counseling that are consistent with currentprofessional research and practice in the field so they begin to develop a personal modelof counseling (II.G.5.d.)4) Understands a variety of models and theories related to clinical mental health counseling(CMHC-A.5.)5) Knows the principles, models, and documentation formats of biopsychosocial caseconceptualization and treatment planning (CMHC-C.7.)CPY 525, Spring 2015: Schefstad
6) Maintains information regarding community resources to make appropriate referrals(CMHC-F.1.)7) Demonstrates the ability to modify counseling systems, theories, techniques, andinterventions to make them culturally appropriate for diverse populations (CMHC-F.3.)Required Texts:Ivey, A. E., & Ivey, M. B. (2010). Intentional interviewing and counseling: Facilitating clientdevelopment in a multicultural society (7th ed.). Belmont, CA: Thompson Brooks/Cole.Recommended Texts:American Psychological Association. (2010). Publication manual of the AmericanPsychological Association (6th Ed.). Washington, DC: Author.Required Articles:Paladino, D. A., Barrio Minton, C. A., & Kern, C. W. (2011). Interactive training model:Enhancing beginning counseling student development. Counselor Education andSupervision, 20, 189-206.Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personalitychange. Journal of Counseling Psychology, 21(2), 95-103.Seligman (2004a). Technical and conceptual skills for mental health professionals. UpperSaddle River, NJ: Pearson Education.Seligman (2004b). Technical and conceptual skills for mental health professionals. UpperSaddle River, NJ: Pearson Education.Short, D. (2011 – January/February). First impressions: Getting off to the right start is crucial intherapy. Psychotherapy Networker, 15-16.NOTE: Students must present proof of liability insurance coverage in the first class.Beginning with your second semester and continuing through to graduation, students must carryprofessional liability insurance. Failure to do so will prevent you from seeing clients and fulfillingcourse requirements. You should have insurance with purchase of a membership to theAmerican counseling Association. Healthcare Providers Service Organization p?refID WL9ACiRequired Assignments and Learning Experiences:Participation in Client Role Plays1) Students are required to:a. Create a client role using the “Client Role Play Form” (due the second week ofclass – keep a copy for yourself). This role should not be you, but you may useissues that you connect to make the role feel more real. Please be mindful thatthis is an introduction to counseling skills when creating your role. Keep in mindthat you or a peer will be playing this role. See APPENDIX Ab. Rotate in the roles of Client, Counselor, and Counselor Advisor (using theInteractive Training Model) during several weeks of in-class simulation.CPY 525, Spring 2015: Schefstad
2) To gain full credit for this activity (part of your participation grade), students must beinvolved in All Roles of this experiential role-playCounseling Tapes (Two)See Appendix B for detailed Grading Rubric and InstructionsCompletion of 20 and 30 minute (maximum), non-therapeutic, counseling practice tapes (withall required paperwork) as both a counselor and client are required.Video Assignment Expectations: (for all video assignments) Students are expected to act professional in their roles as both client and counselor. The session will be evaluated on everything that occurs within the session (client andcounselor).o Failure to uphold the responsibility of a professional in the tape will result in areduced grade.o Failure to uphold the responsibility of a professional in all communication withpeer clients and volunteer clients will result in a reduced grade and furtherdepartmental action. Students are required to maintain client confidentiality in line with the ACA 2014 code ofethics and moral principles.o Do not discuss your partner’s (“client’s”) session around other students or withany additional party (e.g., friend, family, significant other).o Failure to maintain confidentiality may result in repeating the course and/or yourstatus in the program will be reviewed.o All peer clients and volunteer clients are defined as clients for this coursetherefore you are required to work under the ACA code of ethics and MACprofessional expectations. Do not discuss your written feedback with your partner (“client”). Sessions should be in video form and are not allowed to be e-mailed In order to receive full credit for this assignment please hand in (TYPED and stapled inorder):a. Video (burned to dvd or jump drive)b. APA Style Title Pagec. ***Transcript of 10 best consecutive verbal responses (Skip minimal encouragers)d. Basic Counseling Skills: Analysis Charte. Strengths and Goals Sheetf. One-page Summary of 2 Community resources that may benefit this clientMid-Semester Quiz and Final ExaminationThe Mid-Semester Quiz and Final Exam will cover all reading assignments, lectures, and classdiscussions prior to the date of the examination. Exam format may include Multiple Choice,Reflection Exercises, Short Answer Format Questions, and Essay.Volunteer Client ProjectSee Appendix C for detailed Grading Rubric and InstructionsEach member of the class will provide a friend or acquaintance who will agree to serve as avoluntary client for another student for 2 sessions of approximately 45 minutes each, one weekapart. (Selection considerations will be described in class; the client must be a stranger to theCPY 525, Spring 2015: Schefstad
student counselor.) The first session will be gaining a detailed understanding of the client’sconcerns (normally this would occur after the intake session) and goal setting, followed by asecond session in which clients will be invited to address any prominent theme noted, discussedand processed in the first interview. There is no expectation of “progress” or problem resolutionfor this brief, 2-session counseling experience, and voluntary clients will be so advised. The goalof this activity is to acquire additional practice in the use of basic attending and assessmentskills with a “stranger” client.Both sessions are to be videotaped in the Cornell Counseling Clinic and must be observed by aclassmate from a remote location (i.e., Cornell Counseling Clinic Graduate Assistant Rooms).You are required to use headphones when viewing the session. Note: the observer should notbe acquainted with the stranger-client. Clients must be advised of the purposes for the sessionsand give their written consent to be observed. A form for the observer to use in recordingobservations can be found in the Cornell Counseling Clinic. You will keep the signed form andgive a blank copy to your client. After each of the two sessions the observer gives thecompleted form to the counselor along with face-to-face feedback. Observe guidelines forconfidentiality at all times and obtain a signed informed consent. Record your discussion ofinformed consent.In order to receive full credit for this assignment please hand in (TYPED and stapled in order):a. 2 Videos (on DVD or jump drive)b. APA Style Title Pagec. Signed Informed Consentd. Session Observation Form (1 from each session)e. A one-page session summary using DAP notes for each sessionf. One-page Summary of 2 Community resources that may benefit this clientg. A two page (maximum) self-evaluation of performance and development duringthe 2 sessions discussing: 1) Your personal experience of the two sessions, 2)what you did well, and 3) what you would like to work on and dedicate yourselfto.Class Attendance/ParticipationAttendance at each class meeting is considered a professional obligation and expected. If forsome reason you cannot attend a class meeting, you are expected to notify the instructor, whenpossible, prior to the class. Students are responsible for all assignments, lectures,announcements, and class discussions even when not present. Failure to follow this procedureor missing class could result in the lowering of a final grade. You are allowed one absencebefore points are deducted. Any additional absences will result in a reduction of your final grade.Your final grade will be lowered half a letter grade for each absence (half a letter grade 5points). More than two absences may require repeating the course. Chronic tardiness will alsoresult in the lowering of a final grade and/or the use of your one absence (2 equal 1 absence).Tardiness is defined as arriving at class after is has begun. Class will start on time and timeagreements for class breaks will be honored. Absences cannot be “made up” due to theexperiential nature of the course. Not all assigned readings will be reviewed in class; studentsare responsible for asking questions about material they do not understand.Penalty for late work: Students will forfeit a half a letter grade for each day an assignment isturned in beyond the announced deadline which is the beginning of class (same day after theannounced due-time counts as one day).Class Participation will be graded on appropriate professional participation in all of the following:CPY 525, Spring 2015: Schefstad
Attendance at all class meeting timesCompleting all assigned readings prior to classParticipation in class discussionsParticipation in all in-class assignmentsAny additional homework assignmentsParticipation in all parts of class role-plays to further the experiential component of thecourseAppropriate professional participation in all of the above criteriao Professional participation includes students refraining from texting or use ofphones, personal use of laptop computers and tablets, side conversations,passing notes, etc. If this behavior is witnessed by the professor, it will not bebrought to the student’s attention. The student will find a reduction in theiroverall semester grade (student may lose their participation points).Method of Evaluation and Grading:ActivityClass ParticipationCounseling Tape #1Counseling Tape #2Volunteer Client (two tapes)Mid-Semester QuizFinal ExaminationMaximum Points031625311015Points EarnedTOTAL POSSIBLE--------------------------------100 PointsFinal Grades will be based on a point accumulation basis. Points will be converted in apercentage score based off earned points vs. total points. Your Final Grade can only berounded up greater than or equal to .5. Hence a 93.5 will earn a grade of “A” and a 93.4% willearn a grade of “A-“.A 94 – 100 % of total points A- 90 – 93% of total pointsB 87 – 89% of total pointsB 84 – 86% of total points B- 80 – 83% of total pointsC 77 – 79% of total pointsC 74 -76 % of total points C- 70 – 73% of total points[You are advised that success in this course does not rest exclusively upon intellectual abilities,that it is necessary for the instructor to rely on professional judgment in evaluating variousaspects of student competence, including interpersonal skills, capacity for empathy, etc. Everyeffort will be made to evaluate performance fairly and accurately, and students are encouragedto participate fully in this process. Ultimately, some subjective judgment will occur in assigninggrades. Please speak to the instructor if you have any concerns or questions.]Note: a grade of “B-” or higher must be earned to be eligible for Practicum.Policies and Procedures:Format GuidelinesUnless otherwise indicated, all assignments should be written in accordance with the latest APAstyle. All assignments must have a proper Title page in APA style.CPY 525, Spring 2015: Schefstad
E-mail and BlackboardAll e-mail communication and dissemination of information from the professor will be via yourRollins e-mail account. Students are responsible for checking this account. This courseinstruction is accompanied by the online “BlackBoard” system. Students are responsible forchecking Blackboard for information, assignments, reading materials, course updates and otherinformation and resourcesConfidentialityIn order to provide safety for individuals in the class and to protect the confidentiality of classmembers, students are expected refrain from discussing all information shared outside of thisclass. Attending this class signifies a contract to respect one another's vulnerabilities. Aclassmate’s personal information or disclosures should be treated with all the obligations andstandards of professional confidentiality. Avoid discussing specific information outside of classunless you are speaking directly with the person who was involved in the exchange.Respect for Individual DifferencesThe Graduate Studies in Counseling program endorses a learning climate that representsdiversity and individual differences and encourages the open-minded exploration of differencesamong individuals. We do not expect all graduates of our program to think the same way, butwe do expect that while they are students they will be accepting of differences and strive tounderstand how other peoples’ perspectives, behaviors, and world views are different from theirown.Self DisclosureAlthough it is likely that you will be asked to disclose thoughts and feelings that are personal innature in class, please remember that you are in charge of what you choose to disclose in frontof classmates. You do not have to reveal any information that you choose not to reveal. Iconsider confidential any information that you disclose within your journals and papers orprivately in conversations with me. Many students completing this class are emotionallyimpacted by the experience. Please feel free to consult with me along the way if you needfurther clarification or to process your experiences.Instructor AvailabilityIf, at anytime, you wish to discuss any issue related to the class with me, particularly thoserelated to your performance in this class, please do not hesitate to contact me. I am very willingto set up an appointment with you at a time outside my posted office hours. Please don’t waituntil it is too late to help make this course a successful and rewarding learning experience foryou. Your suggestions and ideas are always welcome, both during class and outside of class.E-mail is the best method for reaching me.Incomplete PolicyStudents who are unable to complete course requirements within the time limitations of thesemester are responsible for initiating and working out an arrangement with the professor priorto the end of the term in order to receive an “incomplete.” An agreed upon plan for completionmust be submitted in writing identifying a date when work will be completed. If the incomplete isnot resolved by the end of the following term, the grade will turn into an “F.” The contract can belocated on the counseling program website (see “Forms and Publications” link).Academic Honor CodeCPY 525, Spring 2015: Schefstad
Students are expected to become familiar with and comply with the Rollins College AcademicHonor Code as published in the Graduate Catalog and the Student Handbook, and with theethical guidelines of our professional associations (e.g., American Counseling Association).Failure to perform in a reliable, competent and ethical manner may necessitate a review by thefaculty and student remediation, suspension, or dismissal.Membership in the student body of Rollins College carries with it an obligation, and requires acommitment, to act with honor in all things. Because academic integrity is fundamental to thepursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is theresponsibility of all members of the College community to practice it and to report apparentviolations. The following pledge is a binding commitment by the students of Rollins College:The development of the virtues of Honor and Integrity are integral to a Rollins College educationand to membership in the Rollins College community. Therefore, I, a student of Rollins College,pledge to show my commitment to these virtues by abstaining from any lying, cheating, orplagiarism in my academic endeavors and by behaving responsibly, respectfully and honorablyin my social life and in my relationships with others. This pledge is reinforced every time astudent submits work for academic credit as his/her own. Students shall add to all papers,quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by theirsignature:On my honor, I have not given, nor received,nor witnessed any unauthorized assistance on this work.Material submitted electronically must also contain the pledge implying compliance with thecode.Students with DisabilitiesRollins College is committed to equal access and does not discriminate unlawfully againstpersons with disabilities in its policies, procedures, programs, or employment processes. TheCollege recognizes its obligations under the Rehabilitation Act of 1973 and the Americans withDisabilities Act of 1990 to provide an environment that does not discriminate against personswith disabilities. If you are a person with a disability and anticipate needing any type ofacademic accommodations in order to participate in your classes, please make timelyarrangements by disclosing this disability in writing to the Disability Services Office at (CampusBox 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL,37289; call 407-646-2354 for an appointment; or email: gridgeway@rollins.edu.Classroom CourtesyCell phone and beepers: Students are required to turn off cell phones or pagers while in theclassroom. If an emergency situation exists which requires you to be contacted immediately,you are expected to discuss the situation with the professor prior to the beginning of classpresentation.In-class use of Laptop Computers: Students are permitted to use laptops in class for note takingpurposes only. Other uses of laptops are distracting to fellow students and are not permitted.Students found using laptops for other purposes will not be permitted to use laptop computers inclass and find a reduction in points on their final gradeTalking to fellow students: Students are expected to refrain from talking while formal instructionor student presentations are being presented.Professional behavior: Students are expected to demonstrate professionalism in the classroomin relation to classroom interactions and dynamics.CPY 525, Spring 2015: Schefstad
Final Grades may be reduced for not following the above “Policies and Procedures”The instructor reserves the right to modify the schedule and grading policy as neededCPY 525, Spring 2015: Schefstad
Spring 2015 Tentative Course Schedule: CPY 525 Counseling Theories and PracticeWKDateTopics (Students are responsible for Only items in bold)Due11/21Rapport, Strike a Pose- Verbal and Non-Verbal Qualities/characteristics ofcounselor, Course & Review of Syllabus, Introduction to ITM Role Play;Create Your Counseling Center Motto and Name; Corey-Stan: PCTI & I Ch. 1: Toward Intentional Interviewing and CounselingArticle: Paladino, Barrio, & Kern (2001) (This will be our learning modelfor the semester. Please read this article and come to class withquestions)Proof of liabilityinsurance coverage21/28I & I Ch. 6: Encouraging, Paraphrasing, and Summarizing: The Skillsof Active ListeningI & I Ch. 7: Observing and Reflecting Feelings: A Foundation of ClientExperienceArticles: Rogers (1957); Short (2011)Session Example without QuestionsEmpathy Exercise #1Paraphrasing exercisesCorey DVD Ch. 7 (Emotive focus in counseling)Client Role-PlayForm (keep a copyfor yourself):Appendix A32/4I & I Ch. 3: Attending Behavior: Basic to CommunicationI & I Ch. 5: Observation SkillsCounseling Technique #1: ScalingCorey DVD Ch. 1 (Beginning of counseling)Corey DVD Ch. 2 (The therapeutic relationship)42/11I & I Ch. 2: Ethics, Multicultural Competence, and WellnessI & I Ch. 4: Questions: Opening CommunicationCounseling Technique #2: ExceptionsCorey DVD Ch. 4 (Understanding and dealing with diversity)Review the “Case ofRuth”Tape #152/18The Classroom will be open for counseling practice or you mayschedule a room in the CCC62/25I & I Ch. 8: Integrating Listening Skills: How to Conduct a WellFormed InterviewCounseling Technique #3: Miracle QuestionCorey DVD Ch. 3 (Establishing therapeutic goals)3/4Spring BreakNo Class73/11I & I Ch. 10 Focusing the Interview: Exploring the Story from MultiplePerspectivesArticle: Seligman (2004)AArticle: Seligman (2004)BWorking Through Sessions; Terminating Sessions; Counseling PracticeCorey DVD Ch. 8 (Behavioral focus in counseling)Corey DVD Ch. 6 (Cognitive focus in counseling)Tape #283/18I & I Ch. 9: The Skills of Confrontation: Supporting While ChallengingCounseling Technique #4: Deep BreathingWorking Through Sessions Cont.DAP NotesCounseling PracticeCPY 525, Spring 2015: Schefstad
Young DVD Ch 10 & 11 (confrontation)Corey DVD Ch. 5 (Understanding and dealing with resistance)93/25Mid-Semester QuizCounseling Technique #5: Acting “As if”Counseling Technique #6: Role PlayCounseling practice104/1I & I Ch. 11: Reflection of Meaning and Interpretation/Reframing:Helping Clients Restory Their LivesCounseling Technique #7: ReframingCorey DVD Ch. 13 (Evaluation and termination)114/8Counseling Technique #8: Role ReversalContinuous Client Role-play: Session #1124/15I & I Ch. 12 Influencing Skills: Five Strategies for ChangeCounseling Technique #9: Behavioral RehearsalCorey DVD Ch. 10 (Working with transference and countertransference)Continuous Client Role-play: Session #2134/22I & I Ch. 13: Skill Integration: Putting it all TogetherCounseling Technique #10: Flagging the MinefieldEmpathy Exercise #2Corey DVD Ch. 9 (An integrative perspective)Continuous Client Role-play: Session #3Volunteer ClientMaterial Due 4/22/15144/29Final Examination & Course Wrap-upContinuous Client Role-play: Session #4Final ExaminationCourse Wrap-upSyllabus and Schedule Subject To ChangeCPY 525, Spring 2015: Schefstad
APPENDIX A: Client Role Play FormCreate a client role using the “Client Role Play Form.” This role should not be you in any form,but you may use issues that you connect to make the role feel more real. Please stay away fromcrisis situations as this is a beginning level course. Be mindful that you or a peer will be playingthis role in class. This form should be typed.Student’s name:Brief Description of Client including Demographics:Client’s Presenting Issue:Bullet potential feelings this client may be experiencing: (e.g. I feel )Bullet potential beliefs or cognitions this client may be experiencing: (e.g. I am , I wish )Bullet what is the client looking for from the counselor: (e.g. I need )Bullet what is the client hoping to gain from counseling? (e.g., I need )CPY 525, Spring 2015: Schefstad
APPENDIX B: Client Tape #1 and #2 InstructionsTape #1 Counseling session should be 20 minutes in length (Maximum) As client, talk about something that you have overcome OR hope and fears at this point inthe program (As a client please be prepared for this session as your preparation canaffect the counselors grade) The counselor can only ask one question outside opening and closing management Video must be labeled: “Tape #1: Your Name” In order to receive full credit for this assignment please hand in (TYPED and stapled inorder):a. Video (burned to dvd or jump drive)b. APA Style Title Pagec. ***Transcript of 10 best consecutive verbal responses (Skip minimal encouragers)d. Basic Counseling Skills: Analysis Charte. Strengths and Goals Sheetf. One-page Summary of 2 Community resources that may benefit this clientCounseling Tape #1 Grading RubricPoints for:Refection of Content and Feeling: Appropriate UseQuestion Limiting: Appropriate Use (No more than 1 between opening and closing)Additional Microskills (Summarization, Immediacy, Silence, etc.): Appropriate UseShows Interest and Appreciation in Client (Body Language, Tone, Minimal Encouragers,Evoking and Punctuating Client Strength, Develops Therapeutic Relationship,Unconditional Positive Regard, Empathy, Congruence, etc.): Appropriate UseAdvice Limiting: Appropriate UseGood Session FlowProfessional Demeanor ThroughoutCompleted 20 Minute SessionPaperwork: Complete, Comprehensive, and Followed e #21) Counseling session should be 30 minutes in length (Maximum)2) You may choose to use the same peer from Tape #1 or choose a new peer3) As client you may continue the topic from the prior session (only if you have the samecounselor from tape #1) or begin a new one (As a client please be prepared for thissession as your preparation can affect the counselors grade)4) There are no session limits for questions outside opening and closing management (Pleasekeep in mind “working alliance,” “building trust” and “building a relationship”). Make sure allquestions are intentional and move towards discussing the client’s goal(s)5) Video must be labeled: “Tape #2: Your Name”6) In order to receive full credit for this assignment please hand in (TYPED and stapled inorder):a. Video (burned to dvd or jump drive)b. APA Style Title Pagec. ***Transcript of 10 best consecutive verbal responses (Skip minimal encouragers)d. Basic Counseling Skills: Analysis Charte. Strengths and Goals SheetCPY 525, Spring 2015: Schefstad
f.One-page Summary of 2 Community resources that may benefit this clientCounseling Tape #2 Grading RubricPoints for:Refection of Content and Feeling: Appropriate UseOpen-ended over Close-ended Questioning, Bridging Reflection use, and Close-endedquestions: Appropriate and intentional UseDetermining Goals & Desired Outcomes (Movement Towards Goals if Appropriate):Appropriate UseAdditional Microskills (Summarization, Immediacy, Silence, etc.): Appropriate UseShows Interest and Appreciation in Client (Body Language, Tone, Minimal Encouragers,Evoking and Punctuating Client Strength, Develops Therapeutic Relationship, UPR,Empathy, Congruence, etc.): Appropriate UseAdvice Limiting: Appropriate UseGood Session FlowProfessional Demeanor ThroughoutCompleted 30 Minute SessionPaperwork: Complete, Comprehensive, and Followed TranscriptCritique: Choose your 10 best consecutive verbal responses and create a typed transcriptionusing the format shown below: Number each exchange Begin with the first and last few words the speaker said with three ellipses ( ) in between.Do not write out the entire speaker dialogue unless it is very brief in nature. Write out your entire response to the speaker, and leave room for a Better Response(BR).Your transcript will look like this:1. Speaker (Client): Well, when I got my boss’s attention and said he just stared at me.Listener (Counselor): You felt very uncomfortable and didn’t know what to say next.BR: (Here you will list a better response. Should be written how you would say it - in vivo)2. Speaker: [etc.]CPY 525, Spring 2015: Schefstad
APPENDIX C: Client Tape #3 and #4 InstructionsCounseling Tapes # 3 and # 4 – Volunteer Client – Grading RubricFIRST SESSION - Points for:Competed Informed Consent Discussion and Structure of SessionReview and Understanding of ConfidentialityRefection of Content and Feeling: Appropriate UseOpen-ended over Close-ended Questioning, Bridging Reflection use, and Close-endedquestions: Appropriate and intentional UseDetermining Goals & Desired Outcomes for Future Sessions (Movement TowardsGoals if Appropriate): Appropriate UseAdditional Microskills (Summarization, Immediacy, Silence, Working withDiscrepancies, etc.): Appropriate UseShows Interest and Appreciation in Client (Body Language, Tone, MinimalEncouragers, Evoking and Punctuating Client Strength, Develops TherapeuticRelationship, UPR, Empathy, Congruence, etc.): Appropriate UseGood Session FlowAdvice Limiting: Appropriate UseProfessional Demeanor ThroughoutCompleted 45 Minute SessionSUBTOTALPossible1132SECOND SESSION - Points for:Refection of Content and Feeling: Appropriate UseOpen-ended over Close-ended Questioning, Br
2) Essential interviewing and counseling skills (II.G.5.c.) 3) Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of
CESSNA 525, 525A & 525B ATLAS WINGLET MAINTENANCE MANUAL SUPPLEMENT TAG-1100-0101 Effectivity: 525-0001 TO 525-0701, 525-0800 & ON 525A-0001 TO 525A-0300 & ON 525B-0001 TO 525B-0451 & ON 22-50 Page 9 G 2. Applicability Make Model Serial Number Cessna 525 525-0001 to 525-0701 525-0800 and on. Cessna 525A 525A-0001 to 525A-0299 525A-0300 and on.
29 0 0 0 30 0 0 0 31 0 0 0 32 0 0 0 33 0 0 0 34 0 0 0 35 0 0 0 36 0 0 0 37 0 0 0 38 0 0 0 39 0 0 0 40 0 0 0 41 0 0 0 42 0 0 0 43 0 0 0 44 0 0 0 45 0 0 1.525 46 0.00064856 0.083149 1.525 47 0.0025977 0.16675 1.525 48 0.0060637 0.27761 1.525 49 0.011479 0.41664 1.525 50 0.019063 0.55567 1.525 51 0.028812 0.69425 1.525 52 0.040727 0.83328 1.525
Colour Black, green, white REMABOND ADHESIVE SYSTEMS REMABOND Adhesive Systems 525 2619 525 1067 525 2602 Ref. No. Designation Colour Content Qty Qty/palett 525 2592 C E M E N T S C 4 0 0 0 black 350 g (390 ml) 20 1000 525 2602 C E M E N T S C 4 0 0 0 black 700 g (780 ml) 10 490 525 2619 C E M E N T S C 4 0 0 0 black 4.5 kg (5 l) 1 80
Flawless Consulting (2nd Ed.) CPY 560 Counseling & Consultation in Community Settings / Dr. Burt Bertram (Posted Power Point Class #1) Consulting “You are consulting any time you are trying to change or improve a situation but have no direct control over the implementation.” (p. xxi) Peter Block (2000) Flawless Consulting (2nd Ed.)
value of career counseling, which include: a) the use of technology in career counseling instruction; b) the applicability of career counseling theories; c) the job search components; and, d) the implementation of unique career counseling strategies. This article will review how each component may be used in the career counseling class with
tled “Diversity and Social Justice Issues in Counseling and Psychotherapy,” which sets the stage for developing awareness of the limitations of traditional Western theories and subsequent cross-cultural/diversity discussions. Part 2, “Theories of Counseling and Psychotherapy” (Chapters 3–15), presents in-formation on the 13 theories .
KL-650-THX or KL-525-THX LCR’s are used for front left, center, and right channels. The left and right surrounds are KS-525-THX WDST loudspeakers. The surround back speakers are narrowly spaced KL-650-THX or KL-525-THX LCR’s. In some installations, it may be preferable to use KS-
build-up and as a follow-up to the 11th World Trade Organization (WTO) Ministerial Conference (MC11) in December 2017. At MC11 in Buenos Aires, differences on digital commerce could not be bridged. Views were significantly opposed. Discussions were heated. While negotiators cannot reach compromise let alone consensus, the digital economy continues to grow very fast, with major economic and .
