Portland Community College | Portland, Oregon Portland Community College

Course Content and Outcomes Guide for AD 160 Effective Fall 2021

Course Number:
AD 160
Course Title:
Basic Counseling
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0
Special Fee:

Course Description

Introduces basic skills required for establishing an effective professional helping relationship. Emphasizes in-class practice and feedback. Audit available.

Addendum to Course Description

This class involves examining the personality and the interpersonal relationship style of the students, as these may impact on successful mastery of the skills being taught. Students will be expected to talk about current personal life issues and to give and receive feedback regarding interpersonal functioning. This may result in heightened anxiety or stress during some class sessions, but each student is allowed full control over the degree of self-disclosure and each student has the right to stop the feedback process at any point.

Intended Outcomes for the course

Upon completion of the course students will be able to

  1. Build a trusting relationship with a client in order to assist them in making positive changes.
  2. Utilize his/her own feelings in a way that decreases defensiveness and facilitates change in others.
  3. Demonstrate the ability to function at a minimum of 1.75 on the 3-point carkhuff rating scale, which measures counselor functioning in the use of accurate empathy, genuineness, concreteness, and respect.


 

Course Activities and Design

This course is designed around and specifically intended to utilize the student manual Counseling Skills 3.0 written by Dennis L. Morrow MA, MBA, LPC 2015

Outcome Assessment Strategies

  1. All students will make one brief 10-minute spontaneous videotape of a counseling interaction for review in class with the instructor guiding the interpersonal process recall IPR (In class time 1 hour ). The tape will not be edited or role played. The helpee (client) will use current personal material that can be set aside so the focus can be on helper (counselor) skills.
  2. Each student will receive a written video feedback form from the instructor based on skills demonstrated in the tape, including strengths, growth areas, and a rating on the scale. 5. Write an assessment of personal strengths and weaknesses the student brings to the helping role.
  3. Each student will provide a transcript of their 10 minute videotape presented for instructor review.
  4. Observe other students videotapes in class, and give written feedback on strengths and areas of needed improvement. Practice principles of effective feedback.
  5. Participate in at least 8 hours of homework triad practice outside of class.