Welcome to Counseling Introduction and Theories I for the fall of 2025. Our counseling department hopes you view the syllabus as more than just a list of tasks or a demand for performance. We invite you to see this syllabus as an opportunity to grow in knowledge, understanding, skills, and maturity.
Professor Information
Mrs. Rachel Peterka, MAC, LPC, Doctoral CES Student
Professor Peterka is a proud counseling graduate of Covenant Theological Seminary (CTS), class of 2010. She has worked in private practice counseling since graduation, and in 2019 she opened her own practice, Deep Waters Counseling (www.deepwaterscounselingllc.com) in Maplewood, MO. She is currently a doctoral student in the Counselor Education and Supervision program at Denver Seminary, and her research interests include Christian integration of spiritual disciplines in the counseling room and Enneagram based growth work. She is a Visiting Instructor at Covenant Seminary and has taught Theories I, Counseling and Addictions, and been a teaching assistant in multiple classes at CTS. As a counselor, Rachel works with women and men suffering from the repercussions of sexual abuse, couples navigating infidelity and intimacy issues, and adult children with personality disordered parents. Rachel has a strong passion for using the Enneagram personality system to help individuals and couples better reflect the image of their Creator and grow into their “divine design.” Rachel also supervises provisionally licensed counselors and practicum and internship students. She lives in South County near Grant’s Farm with her husband, Joe, and her three awesome kids, Jane (14), Corin (11), and Theo (9).
COURSE DETAILS
Course Description
CO300 Counseling Introduction and Theories I: Surveys the main emotional and behavioral problems encountered in counseling and theoretical frameworks for counseling. Examines principles of care and counseling, with strong emphasis on basic counseling skills and the ability to relate to others. Concentration on areas such as assertiveness and anger, guilt, forgiveness, depression, anxiety, trauma, sexual abuse, depression, basic counseling theories, professional orientation, and other issues. Class format includes lecture, role-play, case studies, video, and discussion. This class is designed to help you develop the capacity to be an effective helper. This requires you to develop your ways of understanding and knowing yourself, others, and theory.
Method of Instruction
Course activities will include assigned readings, class participation, video, discussion, and lecture. Class format will be a lecture-discussion-seminar approach. Cases in written or video form will be used through the semester. Reading, discussion, class activities, and written assignments are crafted as opportunities for student-directed learning.
Objectives: From the 2024 Counsel for Accreditation for Counseling and Related Educational Programs (CACREP)
3.A. Professional Counseling Orientation and Ethical Practice
3.A.1. History and philosophy of the counseling profession and its specialty practice areas
3.A.2. The multiple professional roles and functions of counselors across specialized practice
areas
3.A.6. Professional counseling organizations, including membership benefits, activities,
services to members, and current issues
3.B. Social and Cultural Identities and Experiences
3.B.2. The influence of heritage, cultural identities, attitudes, values, beliefs, understandings,
within-group differences, and acculturative experiences on individuals’ worldviews (KPI)
3.B.9. Strategies for identifying and eliminating barriers, prejudices, and processes
of intentional and unintentional oppression and discrimination (KPI)
3.E. Counseling and Helping Relationships
3.E.1 Theories and models of counseling, including relevance to clients from diverse cultural
backgrounds
3.E.5. Application of technology related to counseling
3.E.8. Counselor characteristics, behaviors, and strategies that facilitate effective counseling
relationships (KPI)
3.E.9. Interviewing, attending, and listening skills in the counseling process
3.E.10 Counseling strategies and techniques used to facilitate the client change process
5.C. Clinical Mental Health Counseling
5.C.5. Techniques and interventions for prevention and treatment of a broad range of
mental health issues
Required Textbooks
Allender, D. B. (2000). The healing path: How the hurts in your past can lead you to a more abundant life.
Colorado Springs, CO: WaterBrook Press.
Sbanotto, E. A. N., Gingrich, H. D., & Gingrich, F. C. (2016). Skills for effective counseling: A faith-based integration. Downers Grove: InterVarsity Press.
Siegel, D. J. (2020). Aware: The science and practice of presence. New York, NY: Tarcher.
Thompson, C. (2010). Anatomy of the soul: Surprising connections between neuroscience and spiritual
practices that can transform your life and relationships. Carol Stream, IL: SaltRiver.
Winter, R. (2012). When life goes dark: Finding hope in the midst of depression. Downers Grove, IL:
InterVarsity Press.
SKILLSETTER – Counseling skills practice(www.skillsetter.com) - The professor will invite each student via email to register for a Skillsetter account. The student will click on the link and be prompted to create their account and pay the $59 fee by credit card. Upon payment, the student will gain access to the course. Each student will complete the 10 exercises under the seven skill topics (see below). Five of the skills will be graded by the professor and/or TA, and five by a fellow student (see the assigned skills below).
Articles/Book Excerpts - Available online via Canvas
Allender, D. (2006). To be told: God invites you to coauthor your future. WaterBrook.
Chapters 2 & 3 only
When Trust is Lost (Sexual Abuse) (Dan Allender)
The Hidden Hope of Lament (Dan Allender)
Forgive and Forget and Other Myths (Dan Allender)
Look your Anger in the Face (Dan Allender)
Lessons from Vietnam Veterans – (Body Keeps the Score, ch. 1, (Bessel van der Kolk)
Keller, T. (n.d.) Four models of counseling in pastoral ministry. Redeemercitytocity.com.
Moursund, J. & Kenny, M. (2002). The process of counseling and therapy. (4th ed.) Pearson Education: New Jersey. Chapters 1 & 2.
Neff, M. A., & McMinn, M. (2020). Embodying integration: A fresh look at Christianity in the therapy room. IVP Academic.
Introduction and Chapters 1, 2, 6 only
Basic Skills in Counseling (compiled by Dr. Pfuetze)
The Search for Truth in Psychology and Counseling (Richard Winter)
Jay Adams – Is He Biblical Enough (Richard Winter)
Required Learning Activities
Introduction to the Library – Required assignment & Class Participation (5%):
Introduction to the Library – Access the videos below and complete the tasks associated with each one. Please indicate on Canvas that you have watched each video and completed each task.
Task: Locate the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in the library’s Counseling guide. Where can it be found in the library? Is there an e-book version available?
Task: Utilize the ProQuest Psychology Database to locate articles on “emotionally focused therapy” that are peer-reviewed, published in the last 10 years, and available in full text.
Task: After watching the video, click on the link below and select five videos from the counseling video list that you would like to revisit and watch later in the semester. Why did you choose these videos?
Class Participation- Students are expected to attend all scheduled class sessions. Students who are absent for more than one week of class sessions may have their grades lowered by up to 2.5% of their final grade for each additional missed class. Students who must be absent should notify the professor prior to their absence and arrange with a classmate to review the material covered in that class.
You will be expected to:
Participate in class discussions about readings and approach this process thoughtfully.
Approach the skills practice sessions with diligence, understanding that they may make you uncomfortable, be humorous, be challenging, and involve various other experiences. This is intended to facilitate growth and learning; expect to make mistakes and be accepted, nonetheless.
This will be graded at the professor's discretion.
ALL SKILLS PRACTICES ARE REQUIRED. Please inform me ASAP if you have to miss one for any reason.
Due Dec 9 – Submit to Canvas
Counseling Video Reflection Paper (5%)
Pick one counseling video to watch out of the options below:
1. Dialectical Behavior Therapy by Marsha Linehan
2. Cognitive-Behavioral Therapy with Donald Meichenbaum by Donald Meichenbaum
3. Existential-Humanistic Psychotherapy by James Bugental
4. Irvin Yalom in Session: Eugenia by Irvin Yalom
5. Internal Family Systems by Richard Schwartz
6. Psychotherapy with the Unmotivated Patient by Erving Bolster
7. Other options in this database or in the library may be considered with instructor approval
What are (at least) three aspects that you like or affirm about the therapist and the therapy session?
What are (at least) three aspects that you are critical of or questioned about the therapist and the therapy session?
What are other observations that you noticed as you watched the video?
Did you find this therapist helpful? Please explain.
What aspects of the therapist align with Scripture and where do they differ?
What aspects of the therapist’s work align with what you have learned in class and where do they differ?
Due October 21 (Graded by TA) – submit to Canvas
Interview Project (10%):
Interview three people of your choice, focusing on their personal history and life story. These interviews give you a chance to practice asking questions, guiding conversations, and listening carefully. Use and practice what you learned in the “Basic Skills in Counseling” article. These should only be information-seeking interviews. [Any temptation to give advice, offer solutions to problems, or engage in any other corrective/counseling activity must be resisted!] You will be given questions (see Appendix A) to reflect on and answer to aid your learning and assist in writing this paper. Do not use real names when describing your interviews. Use historical details only to support your points. This should not exceed 4–5 double-spaced pages (APA format).
Due Sept 23 (Graded by TA) – Submit to Canvas
Counselor Development Report & Plan (15%):
You will critically evaluate the material presented in class and the reading, particularly the "Skills for Effective Counseling," focusing on counselor development, the purpose of counseling, the role of the counselor, and an introduction to counseling from a Christian perspective (please consider the chapters from Neff & McMinn also). Please read the following carefully:
You will integrate and evaluate the class readings. You are expected to include at least two other professional/academic sources beyond the provided materials. You will write no more than two pages (APA format) in response to your critical thinking and evaluation, demonstrating how you integrate the material alongside your current conceptualization of it.
Then create a list of at least five actionable steps that you know you will take, or plan to take, to develop your competencies as a counselor throughout the counseling program. The list should be in sentence form, with brief explanations, and must logically follow from the previous two-page paper.
See Appendix C for a simple grading rubric. This will be submitted as ONE paper.
Due Nov 18 (Graded by Professor Peterka) – submit to Canvas.
Personal Story Self-reflection Assignment (20%):
Read chapters 2 & 3 of Dan Allender’s To Be Told (available on Canvas). Write a reflection on your story in approximately 5 pages (APA format). Please do not look at this as merely an assignment to complete; instead, see it as an opportunity to grow and truly understand your story and how it has shaped you. This will be very beneficial as you use your gifts to minister to and help others who are hurting and who have been bruised by the Fall. Refer to the paragraph and helpful questions below to guide you as you write (see Appendix B). Please make sure you address your cultural background and how it has influenced and shaped your story. Work through the cultural questions below to assist you in writing your story. Start this assignment with the “10 most significant events in your life exercise” (see Appendix B). Do not submit the “10 most significant events in your life exercise”; you will use it to inform your paper. (This will only be read by Professor Peterka and treated with the utmost confidence).
Due November 25 – submit to Canvas.
Grading Criteria:
Evidence of meaningful, reflective, and personal engagement
Evidence of reflecting on and engaging with your cultural background
Difficult Problem Self-reflection Project (15%):
Choose a counseling issue (client type, symptom, behavior, etc.) that you anticipate being difficult and/or uncomfortable for you in the counseling process. Describe the challenges and/or discomfort this issue presents to you. Attempt to identify the source of this difficulty, particularly as it may be influenced by your personal and family history/experience. Please identify at least three professional dispositions you would like to grow into as you consider your difficult problem – explain where you believe you struggle with those dispositions and what progress might look like for you throughout the program. Identify several strategies to begin addressing this issue to prepare for future counseling situations. This should not exceed 5 pages, double-spaced, with a minimum of 3 double-spaced pages (APA format). (This will only be read by Professor Peterka and will be treated with the utmost confidence).
Due December 9 - submit to Canvas.
Grading Criteria:
Evidence of meaningful, reflective, personal engagement
Appropriate selection and brief yet accurate and well-written explanation of the counseling problem
Consideration and analysis of your plan to engage this issue.
Throughout the semester, I will assign the reading of lecture notes, certain chapters, and/or articles before the appropriate class (see class schedule). The purpose of this is to help familiarize you with the subject matter for better discussion in class. It is important that you complete these readings PRIOR TO CLASS, as not all of it can be covered during class time. I will also assign reflection questions that should be worked through and reflected on BEFORE CLASS. These will help you connect more personally with the readings and lectures. Each student should maintain a running total of the percentage of completion for each reading assignment (i.e., reading and reflection questions). This total will be recorded on the Reading Report and submitted on Canvas at the end of the semester.
Due December 12 (Graded by TA)- submit to Canvas.
Self-awareness Journal:
Starting Week 2 – at least three times a day, five days a week, pay attention to your “self-talk” (what are you telling yourself?). Please download the “How We Feel” app (https://howwefeel.org/) and use it as a resource along with the Self-awareness worksheet (found on Canvas) to record what you are noticing. Use this along with the Wheel of Awareness meditation practice and notice your progress in focused attention, open awareness, and kind intention. Keep a running journal reflecting on your self-talk, beliefs, emotions, and bodily sensations connected to specific events. Write at least fifty words for each entry.
To conclude the assignment, type a 2-page, double-spaced paper describing what you learned from this exercise while keeping a running journal throughout the semester. This does not need to be in APA format as it is primarily self-reflective. You will not hand in your journal.
Due December 12 (Graded by TA) - submit to Canvas.
Skills Practice Report (10%):
Once you have completed 4 - 6 skill practices in class and 10 Skillsetter assignments (please see Skillsetter information below):
Reflect on your experiences of in-class skills practices and the Skillsetter assignment, and comment on your feelings, progression, struggles, strengths, altered expectations, and your time as both helper and helpee. Essentially, convey what you have learned through these exercises. (My hope is for you to discern your current experience and understanding of yourself in this role/practice). This will be a carefully considered three-pages (APA format). Use self-reflective and referential language.
The professor will invite each student via email to register for a Skillsetter account. The student will click on the link and be prompted to create their account and pay the $59 fee by credit card. Upon payment, the student will gain access to the course. Each student will complete the 10 exercises under the seven skill topics (see below). Five of the skills will be graded by the professor and/or TA, and five by a fellow student (see the assigned skills below).
Skillsetter uses the “science of deliberate practice to improve effectiveness and outcomes of interactions between people” through specific counseling skills. Here is how Skillsetter works (from the Skillsetter website):
The student is shown a brief pre-recorded video of an actor portraying a relevant interaction, such as a client in therapy.
Using a web camera, the student records a response to the video as if in the room with the person.
The system then gives the student a set of guided feedback questions and an opportunity to re-record the response. Once the student feels their response is acceptable, they will then submit their video for further evaluation by the course instructor or other grader.
Skillsetter assignment process for FALL Intro to Counseling 2025:
1. Each student will watch the assigned video simulation(s) under each skill.
2. The student will record and evaluate their response.
3. Each student will re-record their response, if need be, until it is ready for submission to the professor/fellow student.
4. The professor/fellow student will evaluate the response and provide feedback.
Skills graded by professor or fellow student:
Open Questions
Depressed client lacks inspiration in life – Professor/TA
Reflecting Content
High schooler describes pressure of senior year - fellow student
Reflecting Feeling
Client’s ex won’t let him Skype with his daughter – Professor/TA
Paraphrasing
Client does not feel respected for providing for his family – Professor/TA
Client describes being frustrated with his coworkers - fellow student
Summarizing
Client's son doesn't want a gay dad - fellow student
Empathy
Client feels pressure from her parents to be more like her older brother – Professor/TA
Client was forced to call her stepfather "Dad" - fellow student
Suicide Assessment
Client alludes to suicide - fellow student
Client describes her frustration after suffering for several years with an eating disorder – Professor/TA
Final Reading Response (10%):
Throughout the semester, you will critically evaluate each of the readings. Submit a half to one page for each reading. Please include the following information about all the class readings:
Your primary reaction regarding your story. Example: “I felt overwhelmed because I struggle with issues the book mentioned. It made it hard to attend well to the reading.”
Two or three key points that have influenced your learning and will act as a reminder or self-help resource later in your learning and ministry.
An honest reflection on the reading material may be as simple as 3-5 sentences that says, “This book is one that inspired me and I will put in my library,” or “I don’t like this approach to people, I think I am learning that I prefer...,” etc.
This is not a long assignment; it is designed to help you reflect and grow—the thinking and self-reflection are the key elements. You will be graded on the quality of self-reflection—not your opinions. I suggest you maintain this log throughout the semester, as it will assist with your other assignments. See Appendix D for a short example.
Due December 12 (Graded by TA) – submit on Canvas.
Assignment Submission: For this course, all assignments are to be submitted on Canvas. Assignments will not be accepted by email unless arrangements are made with the professor.
Deadlines: All deadlines for Canvas are required by midnight. See below for deductions for late submission.
Format: All written submissions shall be in APA format (that includes double spacing; Cover pages and Reference pages do NOT count against page length) and demonstrate Masters level writing skills (i.e., proper spelling, grammar, syntax, organization, etc.). This includes APA formatted references. For help with this see the library resources or visit https://owl.english.purdue.edu/owl/
Grading Scale
All CO courses in the Counseling Department use the following scale for assignments. The overall course grade reflected on the Seminary’s “portal” system does not follow the same scale.
Title
Title
Title
Title
Title
Title
Title
Title
Title
Title
94+
90+
87+
84+
80+
77+
74+
70+
60+
< 60
A
A–
B+
B
B–
C+
C
C–
D
F
Grades, an Overview:
As a general rule of thumb, A’s mean that work demonstrates effort beyond the assignment to understand, apply, and integrate course material into prior knowledge and experience. (A’s also presuppose that one has satisfactorily completed all of the course requirements and submitted all of the written assignments on time.) B’s mean that the work demonstrates learning and that all tasks are completed well according to directions. C’s mean the work is partially completed, with some evidence of learning. D’s, well, send the professor an email before your grade gets here! An F, a failing grade, will be issued when a student taking this course for credit falls below 67% or fails to complete multiple readings and/or submit multiple written assignments.
NOTIFICATIONS
Late Submission of Assignments
Assignments submitted late will be accepted but will receive a 5% deduction if they are less than one week late. No request for permission is needed. Just keep learning and submitting your work! If an assignment is submitted one week or more after the due date, it will receive a 10% deduction. If an assignment is submitted two weeks or more after the due date, it will receive a 15% deduction. All work must be submitted by the first day of final exams, or it will receive a zero.
Academic Honesty Statement
As part of our purpose to train servants of the triune God to walk with God in all of life, we expect godly integrity in the academic work done at Covenant. At the heart of this members of Covenant’s community will not engage in presenting the ideas of others as their own (plagiarism) or in violating the rules under which papers, projects, and examinations are to be completed (cheating). Note that submitting any work that was produced using AI (artificial intelligence services) or any tool that does writing on a student’s behalf is considered plagiarism.
Please refer to the Student Handbook for a complete explanation of this policy. The first violation of academic honesty standards will result in failure of the assignment or test in question and could, depending on the assignment, result in failure of the class. A second violation will result in dismissal from the institution.
The Scribe, Covenant’s Writing Center
The Scribe Writing Center is your writing resource center providing in-person consultations at Covenant’s library and online consultations through Zoom video conferencing. Scribe consultants are trained to coach and support you through all types of writing challenges including but not limited to decoding an assignment, coping with distractions while writing, using Turabian and APA style, writing in English as a second language, and building strong arguments. The Scribe also hosts community writing hours, writing webinars, and other events to promote theological learning through reflexive, respectful, and critical writing practices. In addition to writing center work, The Scribe operates as a Speaking Studio where students can record and review spoken presentations with a consultant. Schedule an appointment at https://covenantlibrary.as.me/ or contact The Scribe at scribe@covenantseminary.edu.
Course Evaluations
Course evaluations function as crucial feedback loops for the courses offered at Covenant Seminary. The administration and the faculty read the evaluations carefully. The evaluations also help students discern their personal progress toward Covenant’s missional outcomes. Course evaluations are administered through Canvas and are completely confidential unless you choose to disclose your name. You are required to complete an evaluation at the end of each course you take. When it’s time to complete your course evaluation, you will receive a Canvas announcement notifying you that the evaluation is available to complete. The course evaluation will be available for twenty-five days, starting with the last day of class. Once you have completed it, you can then go to MyCTS to view your final grade once it is posted (you will first need to answer a question about whether you have completed all of your evaluations).
Official Attendance Policy
Class attendance is required and should be considered a high priority due to the unique learning experiences within the community of learners. After an initial class session is missed, each additional class session (50-90 minutes) missed will lower the final grade by a quarter of a letter (2.5%). A pattern of absence may result in probation or dismissal at the institution’s discretion. Students must notify the professor prior to their absence and must review the class material with a classmate. Students should not expect that the class can be recorded or that they will be able to join the class remotely.
Disability Accommodation Information
Covenant Theological Seminary does not discriminate on the basis of race, color, national origin, age, gender, or disability in admission to or employment in its educational programs or activities except as required by the doctrinal standards of the Presbyterian Church in America (PCA).
Students who have a disability that might prevent them from fully demonstrating their abilities should meet with the Registrar, Covenant Seminary’s disabilities coordinator, as soon as possible. The Registrar will advise the student on disability verification and discuss any accommodations necessary to ensure full participation in class and the successful completion of course requirements. All students requesting accommodations must provide the Registrar with evidence of professional evaluation of the disability, including specified assistance required. Special seating arrangements may be made through the Registrar’s office. Further, if any other barriers inhibit your ability to integrate into community life, please contact the Director of Campus Operations.
Citation and Formatting Instructions
Papers should be submitted in APA style. Sources should be documented and cited according to the Publication Manual of the American Psychological Association (APA). A guide is available on the library website (http://www.covenantseminary.edu/library/apa/), at the library circulation desk, and in the Scribe Writing Center.
Important Library Information
For maximum research effectiveness, it is important for you to become familiar with the library’s collections and services. The library staff has developed a self-guided tour accessible from your mobile device or computer to help orient you. Visit tour.covenantlibrary.org, or scan the QR codes posted at important locations around the library.
- Reading Report & Self-awareness Journal Due 12/12
-Final Reading Response Due 12/12
Assignments, Percentage of Final Grade, & Due Date: (Details for each assignment below)
Library Assignment, Due Sept. 9th – 5%
Interview Project, Due Sept. 23rd – 10%
Counseling Video Reflection Paper, Due Oct. 21st – 5%
Counselor Development Report & Plan, Due Nov. 18th – 15%
Personal Story Self-reflection paper, Due Nov. 25th – 20% (KPI)
Difficult Problem Self-reflection paper, Due Dec. 9th – 15%
Class Participation & Skills Practice Sessions, Due Dec. 9th – 5%
Skill Practice Report, Due Dec. 9th – 10% (KPI)
Reading Report & Self-awareness Journal, Due Dec. 12th – 10%
Final Reading Response, Due Dec. 12th – 10%
MAC DEPARTMENT POLICIES
MAC Students are Expected to be Adult Learners
The MAC Faculty expects students to function as adult learners. This may create significant differences in the experience in our classrooms compared to previous educational experiences. Adult learners actively pursue learning. They understand that professors create opportunities for learning, recognizing that deeper learning occurs when students read, reflect, write, and take possession of what is learned. Adult learners know that learning is a whole-person activity in which knowledge is obtained, convictions are developed, and action is embraced. In such a process, the learner is transformed. This transformation results in an individual who leads others in a person-to-person manner. The mere acquisition of information, often the solitary goal in undergraduate education, cannot foster the transformation that enables a person to be an effective change agent in a people-helping profession.
MAC Students Are Expected to Pursue Personal Maturity and Ongoing Transformation
The MAC faculty and staff believe the character of the counselor contributes to their effectiveness as much as the knowledge and skills they possess. Many MAC courses include assignments aimed at personal reflection and ongoing maturation. Furthermore, the MAC department requires students to engage in personal counseling throughout their time in the program. These course assignments and personal counseling collectively foster the ongoing personal growth of each student. The department encourages MAC students to pursue any additional activities that may enhance their continued personal development.
MAC Department’s Views on Growth and Problem Solving
The MAC Department believes that the primary goal of the counseling process is to enhance the growth of the counselee. The elimination of problems is often pursued indirectly rather than directly. The MAC Department aims to train counselors who can choose the best course of treatment for individuals, couples, or families. Most often, this individualized path will be focused on encouraging the growth of the person while also pursuing problem management or resolution.
Appendix A
Interview Project Questions
The following questions are intended to be a guideline for writing your summary of your learning from the interview project. You do not need to answer every question and you may write about things that are not asked here. However, you should address most of the issues that are indicated in each section below.
Interview Process
Reflect on your feelings over the course of each interview.
How did the beginning feel different from the middle or the end?
Which was easiest? Most comfortable? Most difficult? Most uncomfortable?
Why do you think this was so?
Was one person easier to develop rapport with?
Was one more difficult? Why?
What was it about that person that made the difference?
If there wasn't much difference, why was that?
Were prepared questions helpful? Not helpful? In what ways? What changes would you make in the questions you asked? Did questions have differing impact with different individuals? Were there differences in amount of sharing per individual? Did you have to vary from your preparation? What were the advantages and disadvantages in doing this?
How did factual information (place of birth, DOB, number in family, family history, characteristics of parents, birth order, traumatic events, heroes, romances, significant changes, etc) give you insight into the development, personality, joys, hurts, etc. of the people you interviewed?
What did you learn about listening?
What did you observe about the impact of environment/interview setting?
What did you learn about asking questions?
What did you observe about taking and/or keeping control of the interview?
What did you observe about the use of notes?
Understanding People
What did you observe about people and how they function?
About theimportance of history?
Importance of Christ in their lives?
What did you recognize regarding the depth/complexity of people and their problems?
Are there differences in interviewees such as similar circumstances having different effects in different individuals?
Self-Awareness
What did you observe about the need to communicate acceptance, non-judgmental attitude, etc.?
Did you recognize your personal feelings? Did they get in the way? How did you handle them?
How did the interviewee affect you? Did you enjoy them? Frustrated with them? Bored? Etc.
Why do you think they affected you this way?
Did they remind you of anyone in your family or story?
Other
Did the project lead to growth in your understanding of the process, of others, of yourself?
Were there other significant things you observed or learned from this experience?
Appendix B
Personal Story Self-Reflection Paper
Why write your story? It is important to understand your story for many reasons. We need to understand what has shaped and impacted us and thus what influences us in the present day. We do not just “pop out of a vacuum”, but are shaped by the stories and events of our past. Understanding these stories, events, patterns, joys, and heartaches helps us to better understand why we do the things we do in the present and why we see the world as we do. Knowing our story and what has shaped us also helps us to better understand and enter the world of those we are helping to counsel and bring healing to. Without understanding our story, we can often misread the stories of others and engage them without grace. Understanding your story helps to humble you and rely on the grace of God. It helps you to realize you are like all those you minister to, i.e. broken, fallen, and hurting. Understanding your story will help you to be able to empathize with those that come to you who are hurting. All of us are wounded by the Fall and have many similarities on a heart level. In understanding our story, we are better able to enter into the pain and story of others. Use this exercise ultimately as a way to better understand those you will counsel. Understanding our story and the complexities and pain can help us to engage others with grace, empathy, and love. Please make sure you address your cultural background and how this has affected you and shaped your story. Please work through the cultural questions below to help in you in writing your story.
Cultural Questions:
What country are you or your family originally from, and why did you/they move to the U.S.?
Where and how has your family’s cultural heritage affected you and your family? If it has not had an impact, why do you think that is so?
What were some of the traditions, celebrations or rituals your family participated in? Where did these come from and what impact has it had on you personally?
Have you ever been treated poorly because of your ethnicity, race or beliefs? If so, in what ways? If not, why do you think that is so?
Historically, have people made incorrect assumptions about you or your family in a way that’s caused problems?
Does your culture have a perspective on receiving counseling or mental health therapy? How has that impacted you and in you pursuing a Master’s in counseling?
How does your culture deal with and help those who are coping with anxiety, sadness or other troubles?
Helpful Questions & Ideas:
“10 Most Significant Events in Your Life” -- Start by writing out the 10 most significant events in your life (i.e., 5 that are positive, 5 that are negative). Put them on a timeline. How old were you at each event? Rate each event on a scale from -10 up to +10 (-10 = the worst, 0 = neutral, and +10 = the best). Explain each event and why you rated them the way you did. Use this exercise to help you write your story.
What are the worst incidents you have experienced in life? Why? Please explain.
What are the best experiences you have had in life? Why? Please explain.
How have these experiences affected your life up to the present?
What messages and beliefs about you, others, and the world have arisen from these experiences?
Do you notice any common themes and patterns in your story?
When have you felt betrayal in your life? Why? Please explain.
When have you felt powerlessness in your life? Why? Please explain.
When have you been extremely angry in your life? For what reasons? What were the results?
When have you felt hopeful? Why? Please explain.
When have your dreams been shattered? What happened? Please explain.
What have been the most joyful times in your life? Please explain.
When have you been the most depressed and saddened in your life? Please explain.
When have you experienced shame in your life? Please explain.
When have you experienced sexual shame in your life?
What are the earliest memories you remember? Are they positive or negative? Does this tie in to the rest of your story in anyway? Common themes throughout?
What are your three favorite memories from childhood? Please explain.
What are three of the worst memories from your childhood? Please explain.
What were the “family rules” of your family? Explicit rules? Implicit rules? (E.g., “Do not talk about the family to others.”)
What kind of suffering have you and your family encountered? How has that affected you all over time?
What are the common themes and patterns that run through your life? Why do you think that is? Please explain.
From “To Be Told”
Ch. 1
Who has most impacted your life? Why?
What was the best day of your life?
What makes you angry?
When were you betrayed?
When have you felt powerless?
What was your most embarrassing moment?
What was your most glorious moment?
Ch. 2
When in your life did you feel most spiritual bereft? What has most impacted your religious beliefs?
Important settings in your story (E.g. Summer camp, lake house, mountains,…)
Life graph: Peaks; Valleys (Graph your life 🡪 Peaks (i.e. high points/positive), Valleys (i.e., low points/negative)
Names [Given to you during childhood (either explicitly and/or implicitly) (E.g., Stupid, Idiot, Fat, Garbage, etc.)
Ch. 3
What are your family’s foundational stories? In other words, what stories tell you who you are as a family, your family characteristics, and the rules by which you live?
What stories are most frequently told in your family? What stories get told a reunions and holidays?
What stories are rarely or never told? When you were growing up, what stories were avoided or marginalized? Choose one and write a couple of paragraphs about it.
What are the stories told about you that do not accurately reflect who you are? Who tells these stories? Why?
Think through archetypes such as the scapegoat, black sheep, hero, princess, clown, martyr, troublemaker, and sacrificial lamb. Who in your family falls into these categories? Tell a couple of their stories.
Ch. 4
What are the “yeses” that totally changed the direction of your life?
When, if ever, have you followed your heart? What happened as a result?
What do you most enjoy doing? In what do you find the greatest pleasure and joy? What is it about this idea/person/activity that gives you a sense of life?
What passions have been or might be birthed from your suffering?
When has your passion led to suffering in your life?
List some scenes of rest, safety, and warmth from your life and add them to your well of stories.
Appendix C
Counselor Development Report & Plan
Grading Rubric:
Integration of prior readings, videos, and additional sources: 25 points
Quality of discussion and critical thinking: 50 points
Five actionable steps are clearly articulated (including relevant dispositions): 5 points
Action steps are practical, well-considered, and relate to the previous discussion: 20 points
Appendix D
Final Reading Response Paper Example
Book 1: [Reference in APA format:]
Thompson, C. (2010). Anatomy of the soul: Surprising connections between neuroscience and spiritual practices that can transform your life and relationships. Tyndale.
This book was life giving to me. It directly contradicted the rules of my family, which were to never think about or concentrate on feelings. I want to continue doing this work.
I learnt the depth of our interconnection as human people and that this changes the art of counseling. I will remember to hold people’s attachment in mind as I work. The practical exercises could be reviewed before my practicum.
This book was overwhelming because it had so much new information. I may need to come back to it because there is more to glean.