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Members 

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of Senate 

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New .Graduate Course, Educ 874-3 

From-Office. of the Dean of Graduate Studies 

May 2.2.,.-19-8-1.... 

MOTION: That Senate approve and recommend approval to the 

Board, as set forth in S.81-108 

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- New Graduate 

Course, Educ 874-3. 

This course was approved by the Executive Committee, Senate 

Graduate Studies Committee on April 27, 1981. 

Bryan P. Beirne 

Dean of Graduate Studies 

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attach. 

(raduate Course Proposal Form 

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/\ LIN PA 1< [NI ORMATTON: 

iJe cir' I.jn'.m t ? 

Education 

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Course Number: 

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Title ? 

Counselling Skills and Strategies 

Description: ? 

See attached page 

Credit Hours: 

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Vector: Each Fall 

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Prerequisite(s) if any: 

2.

ENROLLMENT AND SCHEDULING 

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:

I;timatcc1 Enrollment: 

When will the course 

first he offered: 

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1981-3 

Uc)w oit(n 

course be offered: 

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One time each year, in the fall. 

3.

JUSTIFICATION: 

See attached page 

RESflIJR(S: 

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Course will rotate between 

Which 

member will normally teach the course: 

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Hiebert, Martin, Marx 

th' budgetary implications of mounting the course: 

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None 

Are there sufficient Library resources (append details): 

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Yes

___________ 

Appended: a) Outline of the Course 

b)

An indication of the competence of the Faculty member to give the course 

c)

Library resources 

Approved: Departmental Graduate Studies Committee 

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Date3.JJ96/ 

imkittee ___________________________Date_________ 

Faculty ? 

Date ? 

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enate flraduaqtudies 

ate

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Committee: ? 

eDate 

Senate: 

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Date 

J'J STIF ICTION 

We feel that it is the professional responsibility of counsellor 

educators to ensure that students develop minimal competency in basic 

counselling skills prior to intensive immersion in a practicum setting. 

Our present course sequence makes this very difficult. 

The current counselling practicum courses of Education 811 and 812 

provide sufficient time for the practice of counselling skills, procedures 

and strategies in a professional context. However, there is little time 

for their initial acquisition. The five-hour clinical seminar attacied 

to these two courses must deal with the exigencies of the practicum 

setting, such as case consultation, case management and the implementation 

of specific counselling skills, procedures and strategies. Further, these 

seminars are concurrent with the practica, and it is difficult to provide 

the initial acquisition of prerequisite counselling skills coincident 

with immersion in the practicum setting. Therefore, we are preparing 

a new course (874) to provide training in basic counselling skills, 

procedures and strategies. 

The proposed course (874) would contain two components: 

(1)

An intensive 3-day residential workshop in early September which 

would focus on the acquisition and practice of basic soliciting 

and reacting skills. This workshop would entail 20 hours of 

instruction. 

(2)

Five weekly 5-hour follow-up sessions to provide specific focus 

on structuring skills, procedures and intervention strategies. 

This portion of the course would consume 25 hours of instruction. 

The latter phase of the course would occur concurrently with the initial 

orientation phase of the 811 practicum placement. 

COURSE OUTLINE 

The course content will be divided into two areas: instructional 

skills and instructional strategies. The former are regarded as basic 

generic counselling skills necessary in counselling encounters. Instruc- 

tional strategies are combinations of various basic skills designed to 

facilitate client change. 

The three basic goals of the course are: 

(1)

To secure a theoretical understanding of basic skills and strategies; 

(2)

To gain practice in the application of these skills and strategies 

within, a micro-counselling setting; 

(3)

To develop a framework within which to evaluate the applicability of 

various skills and strategies to discrete counselling interactions. 

I. Instructional Skills 

A. Structuring Skills. These basic generic skills organize and 

provide focus to counselling sessions in order that effective 

and relevant procedures to change the clients behavior may he 

initiated and properly evaluated. 

1. Providing an overview of counselling session(s) 

2. Setting and stating objectives 

3. Structuring the physical setting 

4. Set induction 

5. Demonstrating 

6.

Giving information 

7.

Summarizing 

B. Giving instructions 

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Course Outline 

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B; Soliciting. This group of isic skills focus on encouraging 

client involvement and activity. 

1. Questioning 

2. Declarative probing 

3. Confronting 

4. Describing and expressing feelings 

5. Prompting/leading 

6. Encouraging client accountability 

C. Reacting. This skill cluster provides a variety of ways foi' the 

counsellor to respond and give feedback to both verbal and 

behavior of clients. 

1.

Nonverbal responding 

2. Paraphrasing verbal 

3. Reflecting meaning 

4.

Reflecting affect 

S.

Clarifying 

6. Perception checking 

7. Post response wait time 

8. Incorporating client responses 

9. Descriptive praise 

10.. Informational feedback 

11. Self-disclosure 

II. Instructional Strategies 

A. Procedures 

1.

Assessment procedures 

2.

Conducting the initial interview 

3. Terminating interviews 

4.

Redefining objectives 

Course Outline ? 

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5.

Conducting a case conference 

6.

Evaluating client progress 

B. Intervention Strategies 

1.

Modelling (both symbolic and participant) 

2.

Meditation and relaxation training 

3.

Cognitive intervention strategies 

4. Self-management programs 