SOWK 1012B HKU Course Outline 2019 PDF

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Description

COURSE OUTLINE Communication and Counselling skills in everyday life

Course Title Course Code

SOWK1012B

No. of Credits

6

Department

SWSA

Faculty

FOSS

N/A

Co-requisites Course Code

N/A

Telephone No.

39172072

Pre-requisites Course Code Course Coordinator(s)

Dr. Jessica Tang

Email

[email protected]

Other Course Teacher(s)/Tutor(s)

Ms. Hallie Chan (Email: [email protected]) Ms. Amna Akhtar ([email protected])

Learning Hours

Lecture and in-class exercises: 33 hours Tutorial: 1 hour Reading and self-study: 24 hours

Student Quota

170

Course Type

Core Course

Compulsory

Elective

Other ________________

Offer in Academic Year

1st Semester ______________

2nd Semester

Summer

Year Long

Other

COURSE DESCRIPTION 1. Course Description “No man is an island” – John Donne. Human beings are social animals. It is our natural behavior to communicate with others. Good communication skills, however, are learned skills and not innate. Good counseling skills are advanced communication techniques. This course is an introduction to the basic communication and counseling skills required for establishing close and helping relationship with others. This course adopts Intentional Interviewing as the core approach. Students will be introduced to concepts like non-judgmental, genuineness, self-perception, self-efficacy, skills like Socratic questioning, confrontation, and self-awareness needed for helpful interviewing and counseling and they can be applied in everyday life. This course aims to assist students to identify their personal areas of strengths and weaknesses in order to allow them to become effective listener and communicator, not only as a potential counsellor, but also in daily life. More importantly, adopting a person centered directive method of communication for enhancing intrinsic motivation to change by exploring and resolving ambivalence for self and others.

COURSE OBJECTIVES 1. To identify personal styles and strengths in communication; 2. To conduct a full interview using with listening skills—and learn the fundamentals of a person-centered approach to the field; 3. To master a basic structure of the interview session that can be applied to many different theories, e.g., cognitive-behavioral interventions; 4. To engage in the basics of influencing skills and strategies in counseling; 5. To conduct a beginning motivational interviewing session; 6. To integrate multicultural issues in counseling practice. GUIDELINES ON GRADING AND STANDARDS OF ASSESSMENT Final Report (AT2) Grade A+ A A-

Application (40%), Analysis (25%), Personal Insight and Evaluation (25%), Synthesis (10%) Reconstructing: Student actively seeks new environment and situations to apply theories, principles, and/or skills. Student provides multiple examples of how theory, principals, or skill can be applied. Student and/or audience is able to differentiate between similar definitions, laws, concepts, theories, and principals. The student can differentiate between correlation and cause and effect. Student is able to create new synthesis based on changing circumstances, input, or environment.

B+ B B-

Reasoning: Student demonstrates an ability to apply theories, principles, and/or skills to new situations, settings, or problems. Student demonstrates a clear understanding of the rules, definitions, laws, concepts, theories, and principals of topic or skill under study. Student demonstrates understanding of the criteria used for evaluations. Synthesis integrates ideas, images, and/or objects to form a cohesive whole. Student is able to defend his/her evaluation (critique).

C+ C C-

Relating: The student identifies aspects of his/her learning which have personal meaning, connecting with his/her experience. The student gives superficial explanation of the reason why something has happened or identifies something that he/she needs or plans to do, or change.

D+ D

Responding: Ability to apply theories, principles, and/or skills to new situations, settings, or problems not demonstrated. Student does not demonstrate a clear understanding of the rules, definitions, laws, concepts, theories, and principals of topic or skill under study. Student does not demonstrate understanding of the criteria used for evaluation. Reporting: The student describes or reports his/her learning with no added insights and minimum transformation.

F

Journal (AT3) Grade A+ A A-

B+ B BC+ C CD+ D F

Personal Insight (40%), Knowledge and Understanding (30%), Synthesis of Ideas (20%), Logical Presentation (10%) Reconstructing: The student displays a high level of abstract thinking to generalize and apply his/her learning. He/she draws original conclusions from reflections, generates principles and formulates a personal theory in taking a stance on an issue. He/she further deliberates upon the personal significance of his/her learning and plans further learning on the basis of such reflections. Reasoning: The student integrates his/her learning into an appropriate relationship involving a high level of transformation and conceptualization. He/she seeks deep understanding of why something has happened, exploring the relationship of theory and practice in some depth. Relating: The student identifies aspects of his/her learning which have personal meaning, connecting with his/her experience. The student gives superficial explanation of the reason why something has happened or identifies something that he/she needs or plans to do, or change. Responding: The student uses his/ her learning in some way, but with little transformation or conceptualization. Reporting: The student describes or reports his/her learning with no added insights and minimum transformation.

Class exercises & Participation (AT4) Grade A+ Attends lectures regularly. Participates actively in discussions and class exercises. Initiates to A share own reflection and thoughts. AB+ B Attends lectures regularly. Quite active in sharing own reflection. Participates in discussions and class exercises if and when necessary. BC+ C CD+ D F

CETL Ver. 1.1

Attends lectures most of the time. Limited sharing of reflection and participation in discussions and class exercises. Often absent from lectures. Participates without serious reflection & rarely or never engages in any discussions or class exercises. Often absent from lectures. Neither shares any reflection or thoughts nor engages in discussions or class exercises.

2

1/7/2019

COURSE CONTENT AND SCHEDULE Course Content 1. Introduction to Interviewing and Counseling with multicultural competence and adopting the Positive Psychology Wellness approach 2. Values and ethics in counseling 3. Attending behavior, observation skills and empathy 4. Questioning skills 5. Encouraging, paraphrasing and summarizing 6. Reflection of feelings 7. Focusing and empathic confrontation 8. Eliciting and reflecting meanings 9. Self-disclosure and feedback 10. Selecting and structuring skills to meet client needs Course Schedule Lecture Date 1 14 Jan

Topic Values and Ethics Introduction: Building Your Foundation

Readings Chapter 1

Chapter 2

2

21 Jan

3

28 Jan

-

4 Feb

Values and Ethics Ethics, Multicultural Competence, and Wellness Being Presence Attending Behavior and Observation Skills NO LECTURE (University Holiday)

-

11 Feb

NO LECTURE (Lunar New Year Holiday)

4

18 Feb

5

25 Feb

-

4 Mar

6

11 Mar

7

18 Mar

8

25 Mar

9

1 Apr

10

8 Apr

11

15 Apr

-

22 Apr

Assessment

Chapters 3 & 4

First Video: 1 Feb

Unearthing the Stories Questioning Skills The Art of Listening Active Listening Skills NO LECTURE (Reading Week)

Chapter 5

Quiz 1 On Ch. 1 to 4 Tutorials start

The Art of Listening Reflection of Feelings Five-Stage Counselling Session Influencing Changes Focusing Empathic Confrontation Influencing Changes Reflection of Meaning Reframing Influencing Changes Self-disclosure and Feedback

Chapters 7 & 8

Chapter 12

Quiz 3 On Ch. 9 to 11

Putting it Altogether Counselling Theory and Practice Integration of Theory and Practice Putting it Altogether Personal Style

Chapters 13 & 14

Journal: 10 Apr

Chapter 14

Quiz 4 On Ch. 12 to 14 Last video and Final report: 24 Apr

Chapter 6

Chapters 9 & 10

Quiz 2 On Ch. 5 to 8

Chapter 11

NO LECTURE (Easter Holiday)

**All Lecture notes will be posted onto Moodle on the day of the lecture or before.

CETL Ver. 1.1

3

1/7/2019

COURSE LEARNING OUTCOMES Aligned Programme Learning Outcomes

Course Learning Outcomes

On completion of this course, students will be able to: CLO1 Understand the ethics, basic knowledge, attitude and skills in communication and counselling CLO2 Identify and critique their own basic communication style, identifying areas of strength and areas for development. CLO3 Identify and demonstrate non-verbal behaviours and skills which indicate relationship attending. CLO4 Provide effective and constructive feedback on the skills of their peers. CLO5 Demonstrate appropriate use of information-giving and self-disclosure within the learning environment. CLO6 Integrate effective questioning into your unique personality style and report the reflections. CLO7 Complete a conversation using active listening skills.

PLOs1,4&6 PLO3 PLO5 PLO5 PLO5 PLOs3 &5 PLO5

COURSE TEACHING AND LEARNING ACTIVITIES Course Teaching and Learning Activities

Aligned Course Learning Outcomes

1. 2. 3. 4.

CLOs1, 2 & 3 CLOs2,3,4,5 & 6 CLOs3, 4 & 7 CLO1

Lectures with interactive and small group discussions In-class exercises and outside class video production Tutorials Reading and self-study

COURSE ASSESSMENT METHODS Assessment Method AT1. In-class quizzes – closedbook

AT2. Video production + Final report

CETL Ver. 1.1

Description There will be four quizzes of some classes, assessing knowledge and understanding of the reading set for that class. These quizzes are worth 28% of the marks available for grading. Each quiz will have 28 multiple-choice questions to be answered via an onl ine format, please kindly prepare your own Internet device for taking the quiz. Dates of quizzes: 1st – 18 Feb 2019 2nd – 18 Mar 2019 3rd – 1 April 2019 4th – 15 April 2019 You will make two recorded interviews (about 13-15 minutes long), one at the beg inning and one towards the end of the course. You will be the interviewer to conduct a session with a classmate as your interviewee. Therefore you need to find a student to pair with you for this exercise. You will be interviewing the same person for the two videos. The interviewee will talk about an issue that bothers him or her lately. It is important to look at your natural style of interviewing before you undertake this type of training, so please do not write any script for what to say. The first video is to be submitted by Friday, 1 February 2019, 18:00 through Moodle. The interviewee will sign an informed consent form before the recording of the first video. You are required to transcript both interviews. For the last video, you also

4

Weight

Aligned Course Learning Outcomes

28%

CLO1

35%

CLOs2,3,4,5 & 6

1/7/2019

AT3. Reflective Journal (Total: no more than 1500 words)

need to write analytical transcripts and to give process comment on the session. You will also use the client feedback forms included in the textbook at the end of each interview to help you collect quantitative data to demonstrate the changes. After you have collected all of the information and feedback, you need to write a final report of no more than 1,500 words about “your changes in talking to others”. We think you will find this a very helpful assignment in making this course real to you. More information about this assignment will be provided in the first class. The last video and the report are to be submitted at the end of the course by Wednesday, 24 April 2019, 18:00 through Turnitin@Moodle. You will need to submit a 1,500 words reflective journal near the end of the course that describes the three most important things you have learned from the course. You are encouraged to apply and integrate the concepts and knowledge you gained in a creative way; so please take the chance to show us your originality, your understanding of the course materials and how the learning matters to you personally. For instance, are the materials relevant to your career / study / interpersonal relationships? Do you know yourself (such as in terms of pattern in behaviour / thinking / personality) or your communication style better? Do you understand people around you better? Is there any change in understanding / attitudes about the materials / concepts across time?

25%

CLOs1 & 2

7%

CLOs2,3,4,5 & 6

It is good to include examples of application / practices of knowledge and skills in your daily life with family and friends or even strangers. You may use an art object, such as a song, a drawing or the picture of a sculpture, to illustrate those ideas. You are reminded NOT to duplicate the materials you generated for the video production and your final report in this assignment.

AT4. Class exercises & Tutorial Participation

The reflective journal is to be submitted at the end of the course by Wednesday, 10 April 2019, 18:00 through Turnitin@Moodle. As this course will be highly experiential with practice exercises during class and in the one-hour tutorial, attendance at all sessions is critical. There will be inclass assignments, e.g. one-page worksheets, to be handed in during lessons; the marks of the class exercises will account for 7% of the final grade. One absence from a lecture will be allowed. A written request for more than one absence for the lecture will be required in advance. Tutorial: Attendance for the tutorial is compulsory. Each student will sign up via Moodle for one 1-hour tutorial among the dates of 26 Feb to 1 Mar 2019. There will be around 10 to 12 students in a tutorial to be organized into groups of 3 (Interviewer, interviewee and observer) to practice and conduct brief interviewing sessions (1015mins per session) in turns. We will exchange ideas and discuss with queries and new learning at the end.

CETL Ver. 1.1

5

5%

CLOs3, 4 & 7

1/7/2019

ESSENTIAL READINGS: (Journals, textbooks, website addresses etc.) Recommended Course Textbook Ivey, A. E., Ivey M. B. & Zalaquett, C. P. (2017). Intentional Interviewing and Counselling, facilitating client development in a multicultural society (9th ed.). Belmont, CA: Brooks/Cole, Cengage Learning. Note: You must purchase this textbook because many exercises are based on this workbook Recommended References o Corey, G. (2013). Theory and practice of counselling and psychotherapy (9th ed.). Australia; Belmont, CA: Brooks/Cole / Cengage Learning. o Duncan, B.L., Miller, S.D., Wampold, B.E., & Hubble, M.A. (2010). The heart and soul of change: Delivering what works in therapy (2nd ed., pp49-81; pp83-111). Washington, DC: American Psychological Association. o Miller, W.R., & Rollnick, S. (2013). Motivational interviewing: Helping people to change. New York: The Guilford Press. o Murphy, B.C., & Dillon, C. (2015). Interviewing in action in a multicultural world (5th ed.). Stamford, USA. Cengage Learning. Nichols, M.P. (1995). The lost art of listening: How learning to listen can improve relationships. New York: The Guilford Press. o Yalom, I.D. (2003). The gift of therapy – An open letter to a new generation of 13 Updated as at June. 2018 therapist and their patients. New York: Harper Perennial. More will be introduced during the class MEANS/PROCESSES FOR STUDENT FEEDBACK ON COURSE The SETL questionnaire is one of the ways HKU courses and teaching are evaluated. HKU places significant importance on student learning and on the continuous enhancement of teaching and learning outcomes. Students will be invited to complete this evaluation of their learning experiences at the conclusion of the course. Questionnaire items relate to the overall evaluation of the course as well as an evaluation of teaching. Students’ feedback on teaching and learning will also be encouraged through the Staff-Student Consultation Committee meeting and the forum on Moodle. COURSE POLICY (including plagiarism, academic honesty, attendance etc.) Class Expectations 1. o o o o o o o

Expectations of Instructor Students can expect the instructor to: Have a comprehensive knowledge of the course content and provide structure for sessions through clarifying objectives, facilitating discussion, and providing linkages to preceding and subsequent content. Facilitate an open, respectful, and non-threatening environment that is conducive to exploring and understanding the material. Facilitate student learning via lectures, discussions, exercises, small group activities, video s, and other mediums as appropriate. Provide clear expectations and guidance for course assignments Grade all assignments in a timely manner and provide appropriate feedback Be available for consultation during office hours and by appointment as needed. Invite students to give feedback and suggestions throughout the duration of the course and, when appropriate, modify the course to meet students’ learning needs

2. Expectations of Students By enrolling in this course, students agree to: o Come to class on time as much as you can o Be prepared to actively participate o Take responsibility for co-creating an open, respectful, and non-threatening environment that is conducive to learning with the instructor by listening carefully, asking questions, and giving constructive feedback to others. o Read/Watch all assigned readings/videos before the appropriate class period so we can expand on and clarify these concepts during classes (from the experiences of teaching this course, those who came unprepared would fall behind very much so as soon as in Week 4). o Meet all responsibilities associated with assignments, and complete all assignments in a timely manner. o Seek any necessary clarification regarding course expectations from the instructor(s). o Provide the instructor(s) with feedback about the effectiveness of the course, both informally throughout the semester and by completing the course evaluations (constructive feedback and suggestions are always welcome, whether solicited or not).

Submission of Assignments All assignments should be submitted on time. According to the Departmental regulations, late submission of assignment will receive the following penalties:

CETL Ver. 1.1

6

1/7/2019

Penalty for late submission Late for

% of marks to be deducted

1 day

10%

2 day

20%

3 day

30%

4 day...