Description
Counseling requires personal courage on the part of the counselor. It is an uncommon relationship that, in the service of our clients, breaks conventions about politeness. In addition to asking very personal questions and focusing upon emotions, counselors encourage thoughtfulness through staying silent longer than most do in social conversations, sharing a reframed perception of the problem, and verbalizing them when they notice contradictions. Skillful and courageous use of these techniques offers clients a chance to improve the quality of their lives. While counseling can take you out of your comfort zone when applying the microskills of silence, confrontation, and reframing, you can also be rewarded by seeing your clients move towards the change they want.
C4 WK7 HW
C4 Dir Temp
C4 WK7
July 12, 2019
PLEASE TAKE THE TIME TO READ ALL REQUIRED MATERIAL AND
REQUIREMENTS FOR THIS ASSIGNMENT. A STRONG GRASP OF PSYCHOLOGY
AND COUNSELING IS ESSENTIAL. I AM NOT ALWAYS ONLINE SO PLEASE
DOUBEL CHECK THAT YOU ARE ABLE TO ACCESS ALL LINKS/MATERIAL
IMMEDIATELY.
Please complete the worksheet attached.
I have included the links for my ebooks:
Vital Source Bookshelf:
Sign in: hwuni333@gmail.com
Password: TempPass75!
https://support.vitalsource.com/hc/en-us/categories/200132467-Bookshelf-for-Mac-and-PC
Contradictions, Reframing, and
Reflective Journal
Counseling requires personal courage on the part of the counselor. It is an uncommon
relationship that, in the service of our clients, breaks conventions about politeness. In
addition to asking very personal questions and focusing upon emotions, counselors
encourage thoughtfulness through staying silent longer than most do in social
conversations, sharing a reframed perception of the problem, and verbalizing them when
they notice contradictions. Skillful and courageous use of these techniques offers clients a
chance to improve the quality of their lives. While counseling can take you out of your
comfort zone when applying the microskills of silence, confrontation, and reframing, you
can also be rewarded by seeing your clients move towards the change they want.
The Week 7 Worksheet focuses on three of the influencing microskills introduced, this
week, which students often find the most challenging: Silence, Confrontation of
Contradictions, and Reframing. Through a counseling skills experiment, involving
rehearsal of these three skills and a reflective journal about Instructor feedback and
virtual practice, this worksheet is a way to prepare to effectively apply these skills in this
week’s recorded mock counseling video.
Review this week’s Learning Resources. Consider the influencing microskills needed for
effective counseling.
Review your notes from your Collaborate Ultra Live Meetings practice with your
partner/classmate.
Review the Faculty feedback you received on your Week 6 self-recorded video. Complete
the Week 7 Worksheet located in the Learning Resources.
Assignment:
Submit your Week 7 Worksheet to the Assignment area. Compose your answers directly
in the worksheet template.
Resources
(please see the references below. You can search specific words w/in the ebooks and even
click on the video links if it helps. A counseling skills primer tends to have the most info.)
-Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of intentional Interviewing:
Counseling in a multicultural world (3rd ed.). Boston, MA: Cengage Learning.
Chapter 8, “Focusing the Interview” (pp. 159–164)
Chapter 9, “Empathic Confrontation” (pp. 178–192)
Chapter 10, “Reflection of Meaning and Interpretation/Reframing” (pp. 200–204) Chapter
11, “Empathic Self-Disclosure and Feedback” (pp. 218–224)
-Spadaro, N., Rush-Wilson, T., & Thornton, R.W. (2017). A counseling skills primer: 3-
minute
videos for the visual learner [ebook]. Grays Lake, IL: Pensiero Press. COUN 6316/COUN
6302S: Techniques in Counseling
Chapter 5, “Influencing Microskills” “Interpretation”
“Reframing”
“Interruption”
“Redirection”
“Clarification”
“Confrontation of Contradictions” “Silence”
“Sharing Information With Clients” “Self-Disclosure”
“Here and Now Self-Disclosure” “Feedback to Client Self-Disclosure” “Personal SelfDisclosure”
Chapter 6, “Mesoskills—The Tasks of Counseling” “Why Study Mesoskills?”
“Focusing the Session”
“Funneling the Session
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden University
COUN 6316/COUN 6302S: Techniques in Counseling
Week 7: Deepening the Session
Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am changing
myself.
― Jalaluddin Mevlana Rumi
This week, you are introduced to the tools of counseling, which guide the middle or working
phase of each counseling session—the influencing microskills. The job of a counselor is to have
their client develop the insight to think, feel, and behave in new helpful ways; the influencing
microskills engage the client in that sort of introspection. You now can open a counseling session,
apply the core listening microskills to develop rapport, and identify the client’s counseling goals.
The middle of each effective counseling session moves forward by focusing on the contract for
change and funneling deeper to encourage client insight. There are many influencing microskills
from which to choose, and they all can be applied to deepen the session. They are tools, which
encourage exploration of the obstacles and difficulties that the client feels interferes with their
contract for change.
You came to this field in order to help people live more satisfying lives. You may have thought that
this “help” would be accomplished by merely telling people what to do and may have felt
thwarted by being told not to try to “fix” others. This week, you will be introduced to the deeper
tools of counseling. The influencing microskills are the effective tools with which counselors
deepen the client’s awareness of their own role in perpetuating self-defeating life patterns.
Deepened self-awareness leads to empowerment, which in turn leads to healing through the
counseling process. A person is empowered when they are convinced that they can change their
responses when they cannot change events. Through use of the influencing microskills, clients
develop the ability to know which to try to change: the world or their responses to the world.
To guide your learning this week, you observe Faculty demonstrations of the middle of their mock
counseling sessions, practice with a colleague, complete a worksheet, and engage in a Video
Discussion.
Reference: Wine, J. M. (2015). The spirit of Rumi: His most intriguing quotes. CreateSpace
Independent Publishing Platform. Retrieved from https://www.goodreads.com/author
/show/875661.Jalaluddin_Mevlana_Rumi
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Learning Objectives
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Week 7: Deepening the Session
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Students will:
Walden University
Demonstrate the skill of information sharing
COUN 6316/COUN 6302S: Techniques in Counseling
Apply the microskills of Interpretation, Reframing, Interruption, Redirection, Clarification,
Confrontation of Contradictions, Silence, Sharing Information With Clients, and Self-Disclosure
Apply the mesoskills of focusing and funneling*
*Assessed in Week 8.
Photo Credit: [shironosov]/[iStock /Getty Images Plus]/Getty Images
Learning Resources
Required Readings
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of intentional Interviewing:
Counseling in a multicultural world (3rd ed.). Boston, MA: Cengage Learning.
Chapter 8, “Focusing the Interview” (pp. 159–164)
Chapter 9, “Empathic Confrontation” (pp. 178–192)
Chapter 10, “Reflection of Meaning and Interpretation/Reframing” (pp. 200–204)
Chapter 11, “Empathic Self-Disclosure and Feedback” (pp. 218–224)
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12/07/2019, 18:11
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden
Spadaro,University
N., Rush-Wilson, T., & Thornton, R.W. (2017). A counseling skills primer: 3-minute
videos
for the visual
learner
[ebook]. Grays
Lake, IL: Pensiero Press.
COUN
6316/COUN
6302S:
Techniques
in Counseling
Chapter 5, “Influencing Microskills”
“Interpretation”
“Reframing”
“Interruption”
“Redirection”
“Clarification”
“Confrontation of Contradictions”
“Silence”
“Sharing Information With Clients”
“Self-Disclosure”
“Here and Now Self-Disclosure”
“Feedback to Client Self-Disclosure”
“Personal Self-Disclosure”
Chapter 6, “Mesoskills—The Tasks of Counseling”
“Why Study Mesoskills?”
“Focusing the Session”
“Funneling the Session”
Document: Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and
Reflective Journals (Word document)
Required Media
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Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden
LaureateUniversity
Education (Producer). (2018g). The middle of the session: Focusing and funneling
[Video
file]. Baltimore,
MD:
Author. in Counseling
COUN
6316/COUN
6302S:
Techniques
Note: The approximate length of this media piece is 31 minutes.
!
!
#
0:00 / 30:30
$
”
Accessible player
–Downloads–
Laureate Education (Producer). (2018m). Sharing information [Video file]. Baltimore, MD:
Author.
Optional Resources
Jacobs, E., & Schimmel, C. (2013). Impact therapy: The courage to counsel. Star City, WV:
Impact Therapy Associates
Chapter 7, “Focus”
Virtual Practice Session: Collaborate “Live
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Week 7: Deepening the Session
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Walden
University
Meeting”
COUN 6316/COUN 6302S: Techniques in Counseling
Practicing these newly introduced influencing skills with classmates will yield valuable feedback
as they know better than most of the people in your workaday world what the counseling skills
are supposed to sound and look like. Without the pressure of having to record or perform,
Blackboard Collaborate Live Meetings can provide you a private and comfortable virtual space in
which to practice influencing skills with a classmate. In this space, you can make all the mistakes
you need to make in order to increase your competence in applying these essential tools in
counseling. To find a fellow classmate who will be your “study buddy” this week, you can just
email them all, or review the Week 1 Discussion where your classmates shared their availability. It
is never too late!
To prepare:
Contact your partner/classmate to schedule time to meet using Collaborate Live Meetings.
Review the Collaborate Ultra Live Meetings link found in the navigation of the classroom and
follow the Live Meeting Session Help in the top right corner to guide you as you generate a
Collaborate Ultra Live Meetings session. Use the Live Meeting time to collaborate with your
partner/classmate.
The Assignment:
Meet for at least 30 minutes to practice and discuss the microskills presented thus far in the
course.
After you meet, reflect on and take notes about your experience collaborating in preparation for
an invitation to share your reflections in this week’s worksheet.
By Day 7
Complete your Practice Session.
Discussion: Sharing Information Video
Why can’t counselors give advice, even if the client asks?
There is a clear distinction between giving advice and sharing information, both in content and in
form. Advice comes from the counselor’s personal worldview or value system, while sharing
information is based upon evidence-based practice or research.
Advice is often presented as a directive disguised as a question that starts with “Have you
tried…?” and can elicit a resistant “Yes, but…” answer, as advice often has a tone of
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condescension. Perceived condescension usually elicits pushback. Information, in contrast,
is
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
shared
in a University
neutral manner and this sends the message that the counselor respects the client’s
Walden
ability to decide whether or not the information might be useful to them.
COUN 6316/COUN 6302S: Techniques in Counseling
In your program of study, you are required to find and incorporate up-to-date research findings in
your academic work. This is directly related to clinical practice. A scholar-practitioner can offer
solid information relevant to the specific client, which is much more likely than personal-value
generated advice to be effective.
This video Discussion is a type of “counselor show and tell.” You pretend to be speaking to an
imaginary client with a specific issue for which the information you share is relevant—as in the
example of this in the media resources for this week. There are three parts to this brief
presentation. First, you start with a statement placing the need for the information in context.
Next, you share the specific information with your imaginary client, and then finish by inviting the
“client” to apply the information to their situation in some way. You may find that you want to
incorporate multisensory techniques to make the information more clear; for instance, you may
want to hold up a diagram, illustrate with the juxtaposition of your hands, or even include a prop
in order to allow the information you are sharing to take visual, auditory, or kinesthetic form. This
video Discussion will yield much useful information for the picking from every one of your
classmates!
To prepare:
Review this week’s Learning Resources.
Review the Kaltura Uploader link found in the left-hand navigation of the classroom for helpful
guidelines for creating and uploading your video for this Discussion. (Note: Please be mindful
of the technical requirements needed when creating your video.)
Create a 1- to 2-minute self-recorded monologue in which you share evidence-based
information as though you were in a session talking directly to an imaginary client. Be sure to
end your short presentation with an open question inviting the imaginary client to incorporate
what you have shared.
By Day 3
Use the Kaltura video uploader to upload your video to this Discussion.
By Day 5
Respond to at least two of your colleagues’ postings. Respond in one or more of the following
ways:
Comment upon how your colleague’s sharing information presentation differed from advicegiving.
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Comment upon another population or issue which a mental health counselor might apply the
information that they have shared.
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Week 7: Deepening the Session
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Share a professional
Walden
Universityor personal insight from having read your colleague’s posting.
COUN 6316/COUN 6302S: Techniques in Counseling
Be sure to support your postings and peer responses with specific references. Use proper
APA format and citations.
Revisit the Discussion area to view the contributions of your classmates.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 7 Discussion Rubric
Post by Day 5
To participate in this Discussion:
Week 7 Discussion
Week 7 Worksheet: Silence, Confrontation of
Contradictions, Reframing, and Reflective Journal
Counseling requires personal courage on the part of the counselor. It is an uncommon
relationship that, in the service of our clients, breaks conventions about politeness. In addition to
asking very personal questions and focusing upon emotions, counselors encourage
thoughtfulness through staying silent longer than most do in social conversations, sharing a
reframed perception of the problem, and verbalizing them when they notice contradictions.
Skillful and courageous use of these techniques offers clients a chance to improve the quality of
their lives. While counseling can take you out of your comfort zone when applying the microskills
of silence, confrontation, and reframing, you can also be rewarded by seeing your clients move
towards the change they want.
The Week 7 Worksheet focuses on three of the influencing microskills introduced, this week,
which students often find the most challenging: Silence, Confrontation of Contradictions, and
Reframing. Through a counseling skills experiment, involving rehearsal of these three skills and a
reflective journal about Instructor feedback and virtual practice, this worksheet is a way to
7 of 9
prepare to effectively apply these skills in this week’s recorded mock counseling video.
12/07/2019, 18:11
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
To
prepare:University
Walden
COUN
6316/COUN
6302S:
Techniques
in Counseling
Review
this week’s
Learning
Resources.
Consider the influencing microskills needed for
effective counseling.
Review your notes from your Collaborate Ultra Live Meetings practice with your
partner/classmate.
Review the Faculty feedback you received on your Week 6 self-recorded video.
Complete the Week 7 Worksheet located in the Learning Resources.
Assignment:
Submit your Week 7 Worksheet to the Assignment area. Compose your answers directly in the
worksheet template.
By Day 7
Submit your Week 7 Worksheet Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.
(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria
from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document
you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 7 Assignment Rubric
Submit Your Assignment by Day 7
To submit your Assignment:
Week 7 Assignment
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Week 7: Deepening the Session
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Walden
WeekUniversity
in Review
COUN 6316/COUN 6302S: Techniques in Counseling
This week, you practiced the skill of information sharing. You also completed a worksheet on the
skills of Silence, Confrontation of Contradictions, and Reframing.
Next week, you and your mock client will move deeper into the counseling relationship as you
practice the middle of a session. In addition to the core listening microskills you applied in the
opening of a session in Week 6, you will now apply influencing microskills to deepen the session.
To go to the next week:
Week 8
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Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
I.
Silence: A Counseling Skills Experiment
In everyday conversation, you may notice yourself pausing slightly before responding, or notice the
other person waiting for a millisecond to make sure you have finished speaking. When this happens each
person is giving the other space to talk. When natural pauses do not happen both speakers feel rushed
and try to fill the gaps hastily and don’t listen to the last things that have been said. Naturally occurring
moments of silence are as important to the communication process as are spoken words.
Effective counseling conversations are much more introspective than social conversation, and it is
appropriate to sit in noticeable silence with your client(s). For example, a counselor may remain silent in
order to allow a client to ponder what she or he just said. Silence is used most effectively in conjunction
with other counselor nonverbal skills, such as an attentive facial expression, a patient but curious tilt to
the head, and observant eye contact.
Abrupt silences and prolonged unproductive silence can damage the therapeutic alliance. Learning to
know when to sit quietly when your client is thoughtful, being comfortable enough to allow or encourage
a client’s silence to deepen their self-reflection, and noticing when the silence is no longer productive
takes both intention and practice.
Instructions for this 2-Part Experiment:
1.
For five minutes sit alone in total silence (no Computer, TV, Radio, Music, and turn your cell
phone ringer off and put it where you will not see the screen). This means silence both outside
(as described) and inside. Don’t use the time to go over your to do list or plan dinner – just
merely “watch” your thoughts with mild interest as they arise and dissipate like soap bubbles on
a hot day.
2. Now find a volunteer and a countdown timer with a pleasant sound. Let your helper know what
you both are about to do. Sit facing them. Direct them to sit in total silence with you. Set the
timer for 7 minutes, then pace it out of sight as well. Ask them to think about an unpleasant
experience of their choosing and then a pleasant experience, and then in the remaining time
direct them to think about their breathing in and out slowly and deeply until the timer chimes.
While they are thinking you are to pay attention to their nonverbal behaviors (face, skin,
movement, breathing, posture). Notice your own internal reactions to their nonverbal
behaviors. Observe yourself as you sit in total silence with someone as you observe them.
Afterward process this shared experience with them.
3. In approximately 50-75 words for each, share your responses to the following 3 questions:
Describe your observations, feelings and thoughts during the first part of this experience. What, if
anything, surprised you while you were practicing silence alone?
Describe your observations, and what you learned from sitting in silence with another person.
Explain the degree to which you are comfortable sitting in silence with a client and watching them think,
and how you might effectively address any discomfort you may currently experience.
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
II.
Microskill: Confrontation of Contradictions
Confrontation in counseling is a way of encouraging change in our clients when they are stuck
between conflicting feelings, thoughts, and/or behaviors. An effective confrontation is both supportive
and challenging; never harsh, or judgmental. Confrontation happens when counselors notice and point
out a self-defeating contradiction that are presented verbally and nonverbally by the client. Clients often
come to counseling because they hope that we can see what they are too close to see. A gentle
confrontation can allow clients to see and free themselves from immobilization. Confrontation of
contradictions often are presented by using the formula “On one hand……, and on the other hand……”
Confrontations are most effective when they merely reflect exactly what the client presented without
any counselor interpretation. Confrontations are not followed up by a question but just by a thoughtful
silence to allow it to sink in.
EXAMPLE: A woman laughs as she says: “I am just so stressed that I would consider suicide – only I have
no time to even figure out how to do it!”
COUNSELOR CONFRONTATION: “On one hand I sense you are trying to make light of it yet on the other
suicide really has crossed your mind as a way out of what feels so overwhelming…”(pause)
This exercise challenges you first to find the inconsistencies, incongruities, or contradictions in the
following scenarios, and then to write a brief confrontation statement. There may be something familiar
about these statements as they come from the characters from some well-known stories. You may be
familiar with the backstory which may help you frame the confrontation:
Now YOU try creating confrontations from the following client statements:
1. Your Client, Ariel, says:
“I am so irritated with my stupid father, the oh-so-mighty “King Triton”. As powerful as he is, all he wants
to do is to boss me around and I am sixteen years old! I am old enough to get myself out of dangerous
situations all the time! For instance, just yesterday I snuck off alone to explore a human shipwreck and a
shark cornered me – I totally escaped. All he knew was that I was late for my solo in the annual concert.
Honestly – he is so negative and controlling it is ridiculous! I don’t know how to get him off my back!”
Confrontation of Contradictions:
2. Your Client, Rabbit, says:
“I am so angry at my friend! It is all Winnie the Pooh’s fault you know. He eats too much. He has never,
in all the time I have known him, ever consumed a normal sized meal – not once! And he has a big
addiction to honey. Well it had been a while since I had seen Pooh so I invited him to dinner one night. I
had some honey on hand and I put it on the table thinking that Pooh would be reasonable and only have
a dab or two… well he ate ALL my honey. Can you believe him? As a result his bottom grew very fat and
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
now he has to stay in my burrow until he gets thinner again! I am so angry with him. He should not eat
so much! He should use willpower! Oh bother!”
Confrontation of Contradictions:
3. Your client, Walter White, says:
“Look at me, do I look like a bad guy? I am a high school chemistry teacher for gosh sake! I don’t believe
in drugs and if my son, Junior, ever went near drugs I would take immediate action and do whatever it
took to get him help. I am an upstanding member of my community. The only reason I was cooking meth
was because I want to pay for my cancer treatments and not leave my family destitute after I die.
Honestly, it was all for a good cause! Why is my wife Skylar so upset with me? (With an exasperated
sigh) Women!”
Confrontation of Contradictions:
Do you have any comments or questions for your instructor about the microskill of confrontation?
III. Microskill Activity: Reframing and
the Shangri-la Gatekeeper
You may have heard about the mythical place of peace, pleasure and wish fulfillment known as
“Shangri-la”. Everyone in Shangri-la experiences peace and contentment. For this exercise you are
appointed to be the gate-keeper of Shangri-la, but as the gatekeeper you have the job of allowing entry
to anyone who wants to come. However, among those people who arrive at the gate, many do not
really believe they deserve Shangri-la.
In truth many people do not believe that they deserve peace and contentment, but you, the
gatekeeper, believe that every human being deserves peace and contentment. So your task as
gatekeeper to Shangri-la, is to explain to the following people why they DO deserve to enter Shangri-la
by practicing your reframing skills. In each of these cases the person will tell you why they do NOT
deserve to enter, and you are to use your skills of reframing to tell them how it is that they actually do
deserve to enter.
Here is an example:
Counseling Student: “Although I want to feel good, I guess I don’t deserve to get into Shangri-la. I got a
B! Last week I made three mock counseling videos, I chose the best, spent hours on it; and my teacher
still tells me I did not do a good enough reflection of feeling. I am clearly not cut out to be a counselor or
to feel peaceful or contented …”
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
A Good Reframing Statement: “Wow, three videos – it is impressive that you worked so hard! That alone
says a lot about the mental health counselor you will be someday, one who will work tirelessly with
difficult clients in the future.”
Notice that this statement directly used the same data and did not “distract” from the stated concern
but addressed it.
Here is an example of misunderstanding the skill of reframing:
So-called “Positive Statement”: “Oh don’t give up so soon!”
There are two distinct steps to the skill of creating a reframing statement:
1. Identifying the negative perspective of the client
2. Shifting the perspective of the very same event with a different emphasis.
Reframing is an advanced skill and you are being introduced to it now so that you can have plenty of
time to master it before you actually counsel clients during Field Experience. If it seems awkward or
difficult at first this is a good sign of growing pains. (Yes – you may have caught that that was a reframing
statement!)
Person # 1: “I do not deserve to enter Shangri-la because for several years before I was in recovery I was
addicted to, and used, many drugs. As a result I have lied to and stolen from my parents. “
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Person #2: “I do not deserve to enter Shangri-la because I am mentally ill. I have to keep going to
counseling on and off in my life for depression.”
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Person #3: “Although I am active in S.A.A. and seeking mental health counseling, I do not deserve to
enter Shangri-la because of the horrible thing I did. When I was a boy of 15 I was sexual with the little 6
year old girl next door that my big sister was babysitting.”
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Do you have any comments or questions for your instructor about the microskill of reframing?
IV. Reflective Journal:
Feedback from the Week 6 Video
Feedback is as necessary to the growth of a counselor as yeast is to the rising of bread, and just as yeast
needs a warm moist environment to work, feedback needs reflection and application. Review and
reflect upon the feedback that your instructor shared with you about your Week 6 Video. What are
your thoughts and action plans after reviewing that feedback?
[Note: Your faculty will attempt to give you this feedback earlier, but they have until Day 7 to complete their
feedback. Plan to complete this assignment accordingly.]
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
(Please type your response here)
My professor has not submitted feedback yet. I will send it over as soon as it is received.
V. Reflection – Virtual Practice
Instructions:
In a paragraph or two, please reflect upon your experience of practicing counseling skills with a colleague
in this class.
I’ll be doing a virtual practice w my classmate Courtney Perkins. We have not done this call in yet. You can
make it up. We would probably feel a bit self-conscious in front of the calmer. I tend to raise my voice too
high when nervous or excited. I also tend to fidget a bit. This practice session would reflect that. We
would also discuss the different counseling skills we’ve used from in the book etc.
Purchase answer to see full
attachment
C4 Dir Temp
C4 WK7
July 12, 2019
PLEASE TAKE THE TIME TO READ ALL REQUIRED MATERIAL AND
REQUIREMENTS FOR THIS ASSIGNMENT. A STRONG GRASP OF PSYCHOLOGY
AND COUNSELING IS ESSENTIAL. I AM NOT ALWAYS ONLINE SO PLEASE
DOUBEL CHECK THAT YOU ARE ABLE TO ACCESS ALL LINKS/MATERIAL
IMMEDIATELY.
Please complete the worksheet attached.
I have included the links for my ebooks:
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Contradictions, Reframing, and
Reflective Journal
Counseling requires personal courage on the part of the counselor. It is an uncommon
relationship that, in the service of our clients, breaks conventions about politeness. In
addition to asking very personal questions and focusing upon emotions, counselors
encourage thoughtfulness through staying silent longer than most do in social
conversations, sharing a reframed perception of the problem, and verbalizing them when
they notice contradictions. Skillful and courageous use of these techniques offers clients a
chance to improve the quality of their lives. While counseling can take you out of your
comfort zone when applying the microskills of silence, confrontation, and reframing, you
can also be rewarded by seeing your clients move towards the change they want.
The Week 7 Worksheet focuses on three of the influencing microskills introduced, this
week, which students often find the most challenging: Silence, Confrontation of
Contradictions, and Reframing. Through a counseling skills experiment, involving
rehearsal of these three skills and a reflective journal about Instructor feedback and
virtual practice, this worksheet is a way to prepare to effectively apply these skills in this
week’s recorded mock counseling video.
Review this week’s Learning Resources. Consider the influencing microskills needed for
effective counseling.
Review your notes from your Collaborate Ultra Live Meetings practice with your
partner/classmate.
Review the Faculty feedback you received on your Week 6 self-recorded video. Complete
the Week 7 Worksheet located in the Learning Resources.
Assignment:
Submit your Week 7 Worksheet to the Assignment area. Compose your answers directly
in the worksheet template.
Resources
(please see the references below. You can search specific words w/in the ebooks and even
click on the video links if it helps. A counseling skills primer tends to have the most info.)
-Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of intentional Interviewing:
Counseling in a multicultural world (3rd ed.). Boston, MA: Cengage Learning.
Chapter 8, “Focusing the Interview” (pp. 159–164)
Chapter 9, “Empathic Confrontation” (pp. 178–192)
Chapter 10, “Reflection of Meaning and Interpretation/Reframing” (pp. 200–204) Chapter
11, “Empathic Self-Disclosure and Feedback” (pp. 218–224)
-Spadaro, N., Rush-Wilson, T., & Thornton, R.W. (2017). A counseling skills primer: 3-
minute
videos for the visual learner [ebook]. Grays Lake, IL: Pensiero Press. COUN 6316/COUN
6302S: Techniques in Counseling
Chapter 5, “Influencing Microskills” “Interpretation”
“Reframing”
“Interruption”
“Redirection”
“Clarification”
“Confrontation of Contradictions” “Silence”
“Sharing Information With Clients” “Self-Disclosure”
“Here and Now Self-Disclosure” “Feedback to Client Self-Disclosure” “Personal SelfDisclosure”
Chapter 6, “Mesoskills—The Tasks of Counseling” “Why Study Mesoskills?”
“Focusing the Session”
“Funneling the Session
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden University
COUN 6316/COUN 6302S: Techniques in Counseling
Week 7: Deepening the Session
Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am changing
myself.
― Jalaluddin Mevlana Rumi
This week, you are introduced to the tools of counseling, which guide the middle or working
phase of each counseling session—the influencing microskills. The job of a counselor is to have
their client develop the insight to think, feel, and behave in new helpful ways; the influencing
microskills engage the client in that sort of introspection. You now can open a counseling session,
apply the core listening microskills to develop rapport, and identify the client’s counseling goals.
The middle of each effective counseling session moves forward by focusing on the contract for
change and funneling deeper to encourage client insight. There are many influencing microskills
from which to choose, and they all can be applied to deepen the session. They are tools, which
encourage exploration of the obstacles and difficulties that the client feels interferes with their
contract for change.
You came to this field in order to help people live more satisfying lives. You may have thought that
this “help” would be accomplished by merely telling people what to do and may have felt
thwarted by being told not to try to “fix” others. This week, you will be introduced to the deeper
tools of counseling. The influencing microskills are the effective tools with which counselors
deepen the client’s awareness of their own role in perpetuating self-defeating life patterns.
Deepened self-awareness leads to empowerment, which in turn leads to healing through the
counseling process. A person is empowered when they are convinced that they can change their
responses when they cannot change events. Through use of the influencing microskills, clients
develop the ability to know which to try to change: the world or their responses to the world.
To guide your learning this week, you observe Faculty demonstrations of the middle of their mock
counseling sessions, practice with a colleague, complete a worksheet, and engage in a Video
Discussion.
Reference: Wine, J. M. (2015). The spirit of Rumi: His most intriguing quotes. CreateSpace
Independent Publishing Platform. Retrieved from https://www.goodreads.com/author
/show/875661.Jalaluddin_Mevlana_Rumi
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Learning Objectives
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Week 7: Deepening the Session
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Students will:
Walden University
Demonstrate the skill of information sharing
COUN 6316/COUN 6302S: Techniques in Counseling
Apply the microskills of Interpretation, Reframing, Interruption, Redirection, Clarification,
Confrontation of Contradictions, Silence, Sharing Information With Clients, and Self-Disclosure
Apply the mesoskills of focusing and funneling*
*Assessed in Week 8.
Photo Credit: [shironosov]/[iStock /Getty Images Plus]/Getty Images
Learning Resources
Required Readings
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of intentional Interviewing:
Counseling in a multicultural world (3rd ed.). Boston, MA: Cengage Learning.
Chapter 8, “Focusing the Interview” (pp. 159–164)
Chapter 9, “Empathic Confrontation” (pp. 178–192)
Chapter 10, “Reflection of Meaning and Interpretation/Reframing” (pp. 200–204)
Chapter 11, “Empathic Self-Disclosure and Feedback” (pp. 218–224)
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Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden
Spadaro,University
N., Rush-Wilson, T., & Thornton, R.W. (2017). A counseling skills primer: 3-minute
videos
for the visual
learner
[ebook]. Grays
Lake, IL: Pensiero Press.
COUN
6316/COUN
6302S:
Techniques
in Counseling
Chapter 5, “Influencing Microskills”
“Interpretation”
“Reframing”
“Interruption”
“Redirection”
“Clarification”
“Confrontation of Contradictions”
“Silence”
“Sharing Information With Clients”
“Self-Disclosure”
“Here and Now Self-Disclosure”
“Feedback to Client Self-Disclosure”
“Personal Self-Disclosure”
Chapter 6, “Mesoskills—The Tasks of Counseling”
“Why Study Mesoskills?”
“Focusing the Session”
“Funneling the Session”
Document: Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and
Reflective Journals (Word document)
Required Media
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Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
Walden
LaureateUniversity
Education (Producer). (2018g). The middle of the session: Focusing and funneling
[Video
file]. Baltimore,
MD:
Author. in Counseling
COUN
6316/COUN
6302S:
Techniques
Note: The approximate length of this media piece is 31 minutes.
!
!
#
0:00 / 30:30
$
”
Accessible player
–Downloads–
Laureate Education (Producer). (2018m). Sharing information [Video file]. Baltimore, MD:
Author.
Optional Resources
Jacobs, E., & Schimmel, C. (2013). Impact therapy: The courage to counsel. Star City, WV:
Impact Therapy Associates
Chapter 7, “Focus”
Virtual Practice Session: Collaborate “Live
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Walden
University
Meeting”
COUN 6316/COUN 6302S: Techniques in Counseling
Practicing these newly introduced influencing skills with classmates will yield valuable feedback
as they know better than most of the people in your workaday world what the counseling skills
are supposed to sound and look like. Without the pressure of having to record or perform,
Blackboard Collaborate Live Meetings can provide you a private and comfortable virtual space in
which to practice influencing skills with a classmate. In this space, you can make all the mistakes
you need to make in order to increase your competence in applying these essential tools in
counseling. To find a fellow classmate who will be your “study buddy” this week, you can just
email them all, or review the Week 1 Discussion where your classmates shared their availability. It
is never too late!
To prepare:
Contact your partner/classmate to schedule time to meet using Collaborate Live Meetings.
Review the Collaborate Ultra Live Meetings link found in the navigation of the classroom and
follow the Live Meeting Session Help in the top right corner to guide you as you generate a
Collaborate Ultra Live Meetings session. Use the Live Meeting time to collaborate with your
partner/classmate.
The Assignment:
Meet for at least 30 minutes to practice and discuss the microskills presented thus far in the
course.
After you meet, reflect on and take notes about your experience collaborating in preparation for
an invitation to share your reflections in this week’s worksheet.
By Day 7
Complete your Practice Session.
Discussion: Sharing Information Video
Why can’t counselors give advice, even if the client asks?
There is a clear distinction between giving advice and sharing information, both in content and in
form. Advice comes from the counselor’s personal worldview or value system, while sharing
information is based upon evidence-based practice or research.
Advice is often presented as a directive disguised as a question that starts with “Have you
tried…?” and can elicit a resistant “Yes, but…” answer, as advice often has a tone of
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condescension. Perceived condescension usually elicits pushback. Information, in contrast,
is
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
shared
in a University
neutral manner and this sends the message that the counselor respects the client’s
Walden
ability to decide whether or not the information might be useful to them.
COUN 6316/COUN 6302S: Techniques in Counseling
In your program of study, you are required to find and incorporate up-to-date research findings in
your academic work. This is directly related to clinical practice. A scholar-practitioner can offer
solid information relevant to the specific client, which is much more likely than personal-value
generated advice to be effective.
This video Discussion is a type of “counselor show and tell.” You pretend to be speaking to an
imaginary client with a specific issue for which the information you share is relevant—as in the
example of this in the media resources for this week. There are three parts to this brief
presentation. First, you start with a statement placing the need for the information in context.
Next, you share the specific information with your imaginary client, and then finish by inviting the
“client” to apply the information to their situation in some way. You may find that you want to
incorporate multisensory techniques to make the information more clear; for instance, you may
want to hold up a diagram, illustrate with the juxtaposition of your hands, or even include a prop
in order to allow the information you are sharing to take visual, auditory, or kinesthetic form. This
video Discussion will yield much useful information for the picking from every one of your
classmates!
To prepare:
Review this week’s Learning Resources.
Review the Kaltura Uploader link found in the left-hand navigation of the classroom for helpful
guidelines for creating and uploading your video for this Discussion. (Note: Please be mindful
of the technical requirements needed when creating your video.)
Create a 1- to 2-minute self-recorded monologue in which you share evidence-based
information as though you were in a session talking directly to an imaginary client. Be sure to
end your short presentation with an open question inviting the imaginary client to incorporate
what you have shared.
By Day 3
Use the Kaltura video uploader to upload your video to this Discussion.
By Day 5
Respond to at least two of your colleagues’ postings. Respond in one or more of the following
ways:
Comment upon how your colleague’s sharing information presentation differed from advicegiving.
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Comment upon another population or issue which a mental health counselor might apply the
information that they have shared.
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Week 7: Deepening the Session
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Share a professional
Walden
Universityor personal insight from having read your colleague’s posting.
COUN 6316/COUN 6302S: Techniques in Counseling
Be sure to support your postings and peer responses with specific references. Use proper
APA format and citations.
Revisit the Discussion area to view the contributions of your classmates.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 7 Discussion Rubric
Post by Day 5
To participate in this Discussion:
Week 7 Discussion
Week 7 Worksheet: Silence, Confrontation of
Contradictions, Reframing, and Reflective Journal
Counseling requires personal courage on the part of the counselor. It is an uncommon
relationship that, in the service of our clients, breaks conventions about politeness. In addition to
asking very personal questions and focusing upon emotions, counselors encourage
thoughtfulness through staying silent longer than most do in social conversations, sharing a
reframed perception of the problem, and verbalizing them when they notice contradictions.
Skillful and courageous use of these techniques offers clients a chance to improve the quality of
their lives. While counseling can take you out of your comfort zone when applying the microskills
of silence, confrontation, and reframing, you can also be rewarded by seeing your clients move
towards the change they want.
The Week 7 Worksheet focuses on three of the influencing microskills introduced, this week,
which students often find the most challenging: Silence, Confrontation of Contradictions, and
Reframing. Through a counseling skills experiment, involving rehearsal of these three skills and a
reflective journal about Instructor feedback and virtual practice, this worksheet is a way to
7 of 9
prepare to effectively apply these skills in this week’s recorded mock counseling video.
12/07/2019, 18:11
Week 7: Deepening the Session
https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_…
To
prepare:University
Walden
COUN
6316/COUN
6302S:
Techniques
in Counseling
Review
this week’s
Learning
Resources.
Consider the influencing microskills needed for
effective counseling.
Review your notes from your Collaborate Ultra Live Meetings practice with your
partner/classmate.
Review the Faculty feedback you received on your Week 6 self-recorded video.
Complete the Week 7 Worksheet located in the Learning Resources.
Assignment:
Submit your Week 7 Worksheet to the Assignment area. Compose your answers directly in the
worksheet template.
By Day 7
Submit your Week 7 Worksheet Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.
(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria
from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document
you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 7 Assignment Rubric
Submit Your Assignment by Day 7
To submit your Assignment:
Week 7 Assignment
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Walden
WeekUniversity
in Review
COUN 6316/COUN 6302S: Techniques in Counseling
This week, you practiced the skill of information sharing. You also completed a worksheet on the
skills of Silence, Confrontation of Contradictions, and Reframing.
Next week, you and your mock client will move deeper into the counseling relationship as you
practice the middle of a session. In addition to the core listening microskills you applied in the
opening of a session in Week 6, you will now apply influencing microskills to deepen the session.
To go to the next week:
Week 8
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Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
I.
Silence: A Counseling Skills Experiment
In everyday conversation, you may notice yourself pausing slightly before responding, or notice the
other person waiting for a millisecond to make sure you have finished speaking. When this happens each
person is giving the other space to talk. When natural pauses do not happen both speakers feel rushed
and try to fill the gaps hastily and don’t listen to the last things that have been said. Naturally occurring
moments of silence are as important to the communication process as are spoken words.
Effective counseling conversations are much more introspective than social conversation, and it is
appropriate to sit in noticeable silence with your client(s). For example, a counselor may remain silent in
order to allow a client to ponder what she or he just said. Silence is used most effectively in conjunction
with other counselor nonverbal skills, such as an attentive facial expression, a patient but curious tilt to
the head, and observant eye contact.
Abrupt silences and prolonged unproductive silence can damage the therapeutic alliance. Learning to
know when to sit quietly when your client is thoughtful, being comfortable enough to allow or encourage
a client’s silence to deepen their self-reflection, and noticing when the silence is no longer productive
takes both intention and practice.
Instructions for this 2-Part Experiment:
1.
For five minutes sit alone in total silence (no Computer, TV, Radio, Music, and turn your cell
phone ringer off and put it where you will not see the screen). This means silence both outside
(as described) and inside. Don’t use the time to go over your to do list or plan dinner – just
merely “watch” your thoughts with mild interest as they arise and dissipate like soap bubbles on
a hot day.
2. Now find a volunteer and a countdown timer with a pleasant sound. Let your helper know what
you both are about to do. Sit facing them. Direct them to sit in total silence with you. Set the
timer for 7 minutes, then pace it out of sight as well. Ask them to think about an unpleasant
experience of their choosing and then a pleasant experience, and then in the remaining time
direct them to think about their breathing in and out slowly and deeply until the timer chimes.
While they are thinking you are to pay attention to their nonverbal behaviors (face, skin,
movement, breathing, posture). Notice your own internal reactions to their nonverbal
behaviors. Observe yourself as you sit in total silence with someone as you observe them.
Afterward process this shared experience with them.
3. In approximately 50-75 words for each, share your responses to the following 3 questions:
Describe your observations, feelings and thoughts during the first part of this experience. What, if
anything, surprised you while you were practicing silence alone?
Describe your observations, and what you learned from sitting in silence with another person.
Explain the degree to which you are comfortable sitting in silence with a client and watching them think,
and how you might effectively address any discomfort you may currently experience.
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
II.
Microskill: Confrontation of Contradictions
Confrontation in counseling is a way of encouraging change in our clients when they are stuck
between conflicting feelings, thoughts, and/or behaviors. An effective confrontation is both supportive
and challenging; never harsh, or judgmental. Confrontation happens when counselors notice and point
out a self-defeating contradiction that are presented verbally and nonverbally by the client. Clients often
come to counseling because they hope that we can see what they are too close to see. A gentle
confrontation can allow clients to see and free themselves from immobilization. Confrontation of
contradictions often are presented by using the formula “On one hand……, and on the other hand……”
Confrontations are most effective when they merely reflect exactly what the client presented without
any counselor interpretation. Confrontations are not followed up by a question but just by a thoughtful
silence to allow it to sink in.
EXAMPLE: A woman laughs as she says: “I am just so stressed that I would consider suicide – only I have
no time to even figure out how to do it!”
COUNSELOR CONFRONTATION: “On one hand I sense you are trying to make light of it yet on the other
suicide really has crossed your mind as a way out of what feels so overwhelming…”(pause)
This exercise challenges you first to find the inconsistencies, incongruities, or contradictions in the
following scenarios, and then to write a brief confrontation statement. There may be something familiar
about these statements as they come from the characters from some well-known stories. You may be
familiar with the backstory which may help you frame the confrontation:
Now YOU try creating confrontations from the following client statements:
1. Your Client, Ariel, says:
“I am so irritated with my stupid father, the oh-so-mighty “King Triton”. As powerful as he is, all he wants
to do is to boss me around and I am sixteen years old! I am old enough to get myself out of dangerous
situations all the time! For instance, just yesterday I snuck off alone to explore a human shipwreck and a
shark cornered me – I totally escaped. All he knew was that I was late for my solo in the annual concert.
Honestly – he is so negative and controlling it is ridiculous! I don’t know how to get him off my back!”
Confrontation of Contradictions:
2. Your Client, Rabbit, says:
“I am so angry at my friend! It is all Winnie the Pooh’s fault you know. He eats too much. He has never,
in all the time I have known him, ever consumed a normal sized meal – not once! And he has a big
addiction to honey. Well it had been a while since I had seen Pooh so I invited him to dinner one night. I
had some honey on hand and I put it on the table thinking that Pooh would be reasonable and only have
a dab or two… well he ate ALL my honey. Can you believe him? As a result his bottom grew very fat and
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
now he has to stay in my burrow until he gets thinner again! I am so angry with him. He should not eat
so much! He should use willpower! Oh bother!”
Confrontation of Contradictions:
3. Your client, Walter White, says:
“Look at me, do I look like a bad guy? I am a high school chemistry teacher for gosh sake! I don’t believe
in drugs and if my son, Junior, ever went near drugs I would take immediate action and do whatever it
took to get him help. I am an upstanding member of my community. The only reason I was cooking meth
was because I want to pay for my cancer treatments and not leave my family destitute after I die.
Honestly, it was all for a good cause! Why is my wife Skylar so upset with me? (With an exasperated
sigh) Women!”
Confrontation of Contradictions:
Do you have any comments or questions for your instructor about the microskill of confrontation?
III. Microskill Activity: Reframing and
the Shangri-la Gatekeeper
You may have heard about the mythical place of peace, pleasure and wish fulfillment known as
“Shangri-la”. Everyone in Shangri-la experiences peace and contentment. For this exercise you are
appointed to be the gate-keeper of Shangri-la, but as the gatekeeper you have the job of allowing entry
to anyone who wants to come. However, among those people who arrive at the gate, many do not
really believe they deserve Shangri-la.
In truth many people do not believe that they deserve peace and contentment, but you, the
gatekeeper, believe that every human being deserves peace and contentment. So your task as
gatekeeper to Shangri-la, is to explain to the following people why they DO deserve to enter Shangri-la
by practicing your reframing skills. In each of these cases the person will tell you why they do NOT
deserve to enter, and you are to use your skills of reframing to tell them how it is that they actually do
deserve to enter.
Here is an example:
Counseling Student: “Although I want to feel good, I guess I don’t deserve to get into Shangri-la. I got a
B! Last week I made three mock counseling videos, I chose the best, spent hours on it; and my teacher
still tells me I did not do a good enough reflection of feeling. I am clearly not cut out to be a counselor or
to feel peaceful or contented …”
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
A Good Reframing Statement: “Wow, three videos – it is impressive that you worked so hard! That alone
says a lot about the mental health counselor you will be someday, one who will work tirelessly with
difficult clients in the future.”
Notice that this statement directly used the same data and did not “distract” from the stated concern
but addressed it.
Here is an example of misunderstanding the skill of reframing:
So-called “Positive Statement”: “Oh don’t give up so soon!”
There are two distinct steps to the skill of creating a reframing statement:
1. Identifying the negative perspective of the client
2. Shifting the perspective of the very same event with a different emphasis.
Reframing is an advanced skill and you are being introduced to it now so that you can have plenty of
time to master it before you actually counsel clients during Field Experience. If it seems awkward or
difficult at first this is a good sign of growing pains. (Yes – you may have caught that that was a reframing
statement!)
Person # 1: “I do not deserve to enter Shangri-la because for several years before I was in recovery I was
addicted to, and used, many drugs. As a result I have lied to and stolen from my parents. “
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Person #2: “I do not deserve to enter Shangri-la because I am mentally ill. I have to keep going to
counseling on and off in my life for depression.”
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Person #3: “Although I am active in S.A.A. and seeking mental health counseling, I do not deserve to
enter Shangri-la because of the horrible thing I did. When I was a boy of 15 I was sexual with the little 6
year old girl next door that my big sister was babysitting.”
Gatekeeper: “You DO deserve to enter Shangri-la because (fill in the blank)
Do you have any comments or questions for your instructor about the microskill of reframing?
IV. Reflective Journal:
Feedback from the Week 6 Video
Feedback is as necessary to the growth of a counselor as yeast is to the rising of bread, and just as yeast
needs a warm moist environment to work, feedback needs reflection and application. Review and
reflect upon the feedback that your instructor shared with you about your Week 6 Video. What are
your thoughts and action plans after reviewing that feedback?
[Note: Your faculty will attempt to give you this feedback earlier, but they have until Day 7 to complete their
feedback. Plan to complete this assignment accordingly.]
Week 7 Worksheet: Silence, Confrontation of Contradictions, Reframing, and Reflective Journals
(Please type your response here)
My professor has not submitted feedback yet. I will send it over as soon as it is received.
V. Reflection – Virtual Practice
Instructions:
In a paragraph or two, please reflect upon your experience of practicing counseling skills with a colleague
in this class.
I’ll be doing a virtual practice w my classmate Courtney Perkins. We have not done this call in yet. You can
make it up. We would probably feel a bit self-conscious in front of the calmer. I tend to raise my voice too
high when nervous or excited. I also tend to fidget a bit. This practice session would reflect that. We
would also discuss the different counseling skills we’ve used from in the book etc.
Purchase answer to see full
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