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SHS 106-Principles of Interviewing and Counseling
Social and Human Services Department

Winter, 2010

Instructor Karen Strickland, M.S.
Office number and phone 3195; 587-6911
Email kstric@sccd.ctc.edu
Department number and phone 3220; 587-6900
Office hours Mon. & Wed.:     12:30-1:30
Tues. & Thurs.:  12:30-1:30
Wed. & Thurs.:    4:00-4:30
Web Site seattlecentral.org/faculty/kstric

Text: Ivey, Allen and Ivey, Mary Bradford, Intentional Interviewing and Counseling, 7th edition.  Thomsen Brooks/Cole, 2010.  ISBN: 13:978-0-495-60123-4

Disability Notation: If you need course adaptations or accommodation because of a disability, if you have emergency medical information to share with me or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

Course Description:
This class is an introduction to the myriad of skills, knowledge and issues required for beginning counselors. Included in this are clinical, personal and administrative treatment considerations.

Course Objectives: Students will...
1. Identify and explore their own values, motivation and need as they pertain to counseling others.
2. Differentiate between process and content in an interview and in the counseling process.
3. Demonstrate the ability to conduct a therapeutic interview utilizing a microskills.
4. Analyze and discuss behavior, affect and cognition as it is presented and observed in interview situations.
5. Understand the concepts of transference and countertransference.
6. Organize and write client reports in disciplined formats.
7. Conduct a self assessment detailing perceptions, skills and impact upon student of an interview situation.
8. Assess situations using critical thinking skills.
 


Educational Philosophy

I believe that students learn best when they are actively involved with the course content. I am also certain that all students can learn; there are barriers to learning that occur, however, and it is the responsibility of both the student and the teacher to eliminate these barriers. Below I have listed the responsibilities of each of us; by fulfilling these we can maximize your learning potential. I also believe that developing your ability to critically think through problems and information is an important part of your education. In this class I will ask you to be aware of your thinking processes; for example, are you considering all the relevant information? Are you clear about your understanding of the material? Are your ideas logical? 


Instructor Responsibilities
1. To create a safe learning environment that allows for an exchange of ideas and
exploration of the concepts and issues we encounter in this course.
2. To make clear my expectations of you in regard to preparation for class, class 
activities and assignments.
3. To maintain reasonable and high expectations and to hold you accountable to these.
4. To be available to help you individually and to provide referrals to other services that may be of help to you.
5. To give you feedback on your work so that you can increase your skills and knowledge throughout the quarter and beyond.


Student Responsibilities

1. To arrive in class on time and be prepared to actively participate in the class session.
2. To complete assignments on time and in accordance with the guidelines defined by the instructor.
3. To stay in contact with me throughout the quarter, especially if you are having difficulty, i.e. absences, not understanding the material etc. Contact can be by telephone, email, in person or in writing. Your assignments are a good place to ask questions, offer answers or keep me informed of how you are doing in the class.
4. To be aware of how your behavior affects your classmates, the teacher and the learning atmosphere and act accordingly.

5. To develop professionalism in the following ways: