Azusa Pacific University
Course: CSA563 Counseling
: The Helping Relationship
Dave McIntire, Professor
The course is designed to provide an introduction and overview of various theoretical approaches to the helping relationship. Examination of helping techniques (with culturally diverse populations) as applied through advising, cross intervention, and consultation roles. Behavior development and change as an interpersonal process is addressed. Practice in role-playing situations involving various helping and human relations skills is included. An integral focus of the course is the opportunity to integrate and apply an understanding of the theories and techniques to one’s personal and professional life.
1. To examine multiple theoretical approaches to counseling and examine
their relevance and applicability in the helping
2. To explore the purpose, process and dynamics of proactive helping and counseling relationships in college student affairs.
3. To enhance perceptive sensitivity, accurate empathy, and multifaceted
human relations skills relative to the field of college
4. To begin a process of self-examination and exploration that will
lead to increased awareness of personal values, beliefs,
5. To develop skills in such basic areas as accurate listening, empathy,
probing, defining problem areas, setting goals and
6. To assess natural counseling style and identify ways to enhance effectiveness in current life context.
Egan, Gerard (1994) Exercises in Helping Skills (5th edition), Pacific Grove, California: Brooks/ Cole Publishing Company.
In Class Activities:
A class in counseling is like learning to swim by reading a book, sooner or later you have to get wet. Like any other skill, it takes considerable practice to reach a comfortable level of expertise in counseling. Because the best way of learning counseling is to experience it, some amount of in-class time will be spent in counseling activities.
1. Counseling dyads - Use primarily the following counseling techniques: silence, minimal encourager, clarification, paraphrase, questions (open and closed ended), reflection and summarization, with some (very few) probes, self- disclosure and confrontation.
2. Self-Esteem issues - Identity, Connection Competence, Purpose, and Power.
3. Journal of feelings - You will keep a journal or a log of your feelings and thoughts for each of the areas covered in class. This will help you organize your thoughts and facilitate the experience with the peer counseling partner.
4. Accountability counseling - Where are you now?
1. Informed Contribution: (25 points)
2. Journal: (10 points)
3. Counseling Sessions: (20 points)
4. Presentation: (10 points)
5. Service Learning Project: (5 points)
6. Examinations: (20 points)
7. Reflection Paper: (10 points)
What is the essence of your philosophy of counseling?
What are some of your central values and beliefs, and how do you think they will inhibit or facilitate your work as a helper?
What personal needs do you see as most being met by your work as a helping person?
What life experiences and personal struggles have you had that you think would have the greatest influence on your ability to counsel others?
The paper should be 6-8 pages (double-spaced), however, grades are based on quality rather than quantity. Due date: September 29
Expectations and Evaluation:
1. Papers, presentations and projects will be evaluated
by the following criteria:
Citations and bibliographic references for all assignments should be in accordance with the Publication Manual of the American Psychological Association.
2. All assignments are to be completed and submitted according to the course schedule in order to receive full credit. Late assignments will be penalized one letter grade per week.
3. Basic proficiency at the graduate level is considered “B” work. The designation of “A” work is reserved for exceptional scholarship, depth of comprehension, and quality of reasoning. Work which demonstrates minimal proficiency is assigned the grade of “C”.
4. Each session will be guided by a theme supported by readings. Class discussions, role-play, presentations (individual and/or group), creative projects, and guest speakers will be used to facilitate the course learning objectives.
5. Class attendance, participation, self-responsibility, engagement,
and scholarly attainment are expected.
Criteria for written projects:
Grade level Learning level Definition and example
Remembering & understanding
Analysis involves the breakdown
Making judgments about the
According to the Graduate Education Faculty Handbook: “An incomplete is given only under special circumstances and is not to be used simply because students are not able to complete work in the allotted time. ‘Incompletes’ are initiated by the student well in advance of the end of the semester with the use of the Official Incomplete Form signed by both the student and instructor.”
Course Schedule" "A Tentative Menu"
Introductions, Overview of course, Expectations (both students and faculty),
22 Counseling in college student
affairs, Egan’s helping model, Survey of attitudes and values related to
29 Values in helping relationships:
The counselor as a person and as a professional. Helping clients act:
Communication skills in helping (Part 1), Attending and listening,
Theories of helping/counseling -
13 Communication skills
in helping (Part II), Empathy, probing, and synthesis. Theories of
20 Key process in helping
(Part I), Facilitation, challenging, and leverage. Demonstration of
17 Theories of helping/counseling
- Adlerian Therapy (Adler/Dreikurs)
24 Theories of helping/counseling
- Behavior Therapy (Shinner, Bandura, Lazarus) and Transactional
of theory to practice. Application of micro-counseling skills
to real life people and
08 Theories of helping/counseling
- Reality Therapy (Glasser). Ethical issues in counseling. An integrative