William Rosenthal Syllabus
CALIFORNIA STATE UNIVERSITY, HAYWARD
DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS
SPEECH PATHOLOGY AND AUDIOLOGY PROGRAM
SPPA 6040 William Rosenthal,Ph.D.
Seminar in Counseling, Interviewing and Psychotherapy Professor
for Speech Language Pathologists
Text: Crowe, Thomas A. Applications of Counseling in Speech-Language Pathology and Audiology. Williams & Wilkins: Baltimore, 1997.
Course Evaluation:
Attendance: 50%
19 sessions A
18 sessions A-
17 sessions B+
16 sessions B
15 sessions B-
Less than 15 C
More than 10 minutes late or leaving 10 minutes early = 1/2 absence
Please understand that the nature of this course is almost entirely participation. Your attendance is important for others as well as for yourself. If you are not able to make the commitment to attend regularly and to be on time, please do not stay enrolled. There are no excused absences. If you encounter unexpected events (illness, family emergencies, etc.), you must withdraw from the course. No incomplete grade is possible.
Change Project & Participation: 50%
Based on peer advisory ratings and rankings using a 1-10 scale of the following criteria:
- Significance of change--substantial and likely to persist
- Development as therapist in group.
- Specific actions/ideas, which helped someone else complete their project.
A minimum grade of B- is guaranteed for this portion of the evaluation.
Assignments:
- Ego State Journal-
In order to develop your ability to identify ego states quickly and accurately, keep a journal in which you collect 5 examples of each ego state (Nurturing Parent, Critical Parent, Adult, Natural Child, Adapted Child). Collect these from a variety of people and include a brief description of the context, especially what preceded and immediately followed the person's statement. The best examples will probably come from two-person transactions that you observe. Limit the examples in which you are a participant to two. Be prepared to submit this journal for review and to share one or two of your best examples with the group. - Creating "personas" and scenarios-
During the seminar, we will be doing role-playing in order to learn certain counseling and therapy techniques. There will be pairings where one person is the client and the other the clinician. You need to prepare your role as the "client". Here is what to do.
Choose a mythical disorder. That is, mythical for you, but nevertheless a possibility in real life. Your paired clinician will have to figure out what is wrong with you by asking only open-ended questions. Be prepared to resist, especially if the questions are direct and not open-ended.
Later, you will need to elaborate your role to include some sort of problem associated with your "disorder". Your paired clinician must get you to agree to a contract aimed at resolving the problem. You will intentionally obstruct this process.
The success of this exercise depends on the cleverness with which you select your role and its associated problem. Give it some careful thought. You have about two weeks to develop your role clearly in your mind. DO NOT TELL OR DISCUSS YOUR ROLE WITH ANYBODY. KEEP IT PRIVATE!! If your colleagues know "who you are" and "what your problem is", there will be no challenge for them and no opportunity to learn. - Guidelines for personal projects
- State it in 10-12 words maximum
- State positively (no "don'ts")
- State in behavioral, observable terms-people have to be able to observe your project
- Must be able to do it in 6-8 weeks
- Non-trivial, but not major "makeover"
SEMINAR SCHEDULE
| March 27 | Introductions/Expectations |
| March 29 | Introduction to Ego States Identification of Ego States |
| April 3 | Ego States/Games/Scripts Establish Projects Set up journal assignment |
| April 5 | No class-CSHA Conference |
| April 10 | Create "personas"/scenarios Establish Projects |
| April 12 | Create "personas"/scenarios Establish Projects |
| April 17 | Develop listening skills/open-ended (based on scenarios) Projects throughout** |
| April 19 | Develop listening skills/open-ended (based on scenarios) Projects throughout |
| April 24 | Develop listening skills/open-ended (based on scenarios) Projects throughout |
| April 26 | Getting Agreements (based on scenarios) Projects throoughout |
| May 1 | Getting Agreements (based on scenarios) Projects throughout |
| May 3 | Getting Agreements (based on scenarios) Projects throughout |
| May 8 | Getting Agreements (based on scenarios) Projects throughout |
| May 10 | Plan "bad news" scenarios Projects throughout |
| May 15 | Plan "bad news" scenarios Projects throughout |
| May 22 | "Bad news" projects Projects throughout |
| May 24 | "Bad news" projects Projects throughout |
| May 29 | "Bad news" projects Projects throughout |
| May 31 | Humorous skits illustrating Projects throughout Paraphrasing Preliminary scores Additive Responses Confrontation |
| June 7 | Humorous skits illustrating Projects throughout Paraphrasing Additive Responses Confrontation Some "Words of Wisdom" Final scores |
**Individual projects are done throughout each meeting and throughout the Quarter. During "projects" you will be demonstrating and developing your skills in group leadership as well as your skills as a therapist.
