I. Course Prefix/Number: HSV 210
Course Name: Counseling/Interviewing II
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
Course continues HSV 110. Content includes review of psychological principles and counseling techniques used by public and social/human service workers. Skills learned previously refined to focus on more in-depth probing of issues blocking effective responding of clients to life’s challenges. Further methods of analyzing and interpreting data uncovered in therapeutic counseling sessions and interviews. Practice given in conducting sessions, analyzing information uncovered in counseling, and proper documentation.
IV. Learning Objectives
Upon successful completion of the course, students will be able to:
- know the difference between counseling and interviewing and be able to demonstrate the essential process of each.
- establish rapport, observe, and encourage responding by the client, especially when confronted with resistance.
- discriminate circumstances under which confrontation is necessary.
- help clients determine the best course of action, to document the plans, and assist clients to achieve their goals.
- further refine their own eclectic approach to counseling and interviewing and to be aware of personal issues which could result in counter-transference.
- review various matrices used by agencies to document clients’ responses and therapeutic plans.
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
- Counseling versus Interviewing
- Micro-skills approach
- Using attending behaviors appropriately
- Reading body language
- Organizing the Interview
- Opening prompts
- Reflective Listening - content and affect
- Structuring the Interview
- Moving Clients toward Action
- Analyzing material using multiple perspectives
- Reflecting interpretations empathetically
- Influencing the client
- Integrating Counseling and Interviewing Skills
- Stages of interviewing
- Sequencing skills
- Preventing relapse
- Developing a personal style
- Documenting the Interview Process
- Goal setting
- Progress notes
- Crisis intervention
VII. Methods of Instruction
Methods of instruction may include lecture, discussion, use of pertinent audio-visual materials, and student presentations. Extensive role-play opportunities will be provided for students to practice counseling/interviewing skills as they develop. We would also provide students experience with simulated intake forms, progress notes, treatment/service plans and review of the same. Students will be encouraged to participate in outside volunteer helping activities.
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Students will be required to write for the class equivalent of 12-15 typed pages of material that will be graded. This writing may take the form of a research or term paper, summaries of journal articles, and/or a series of shorter, analytical papers. Each instructor will determine specific reading, writing and other assignments.
IX. Instructional Materials
Each instructor will assign textbooks and other reading materials. Representative texts include:
Ivey, Allen E., Ivey, Mary Bradford and Zalaquett, Carlos P. (2010). Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society (7th ed.). Belmont, CA: Brooks/Cole.
Meier, Scott T. and Davis, Susan R. (2008). The Elements of Counseling (7th ed.). Belmont, CA. Thomson Higher Education.
X. Methods of Evaluating Student Progress
Pre-test: A pre-test will be given on the first day of class. This test will be an ungraded measure of the student’s knowledge base. It will also serve to measure the effectiveness of the instructor and curriculum in achieving the objectives by comparing it with the scores from the post-test.
Post-test: This post-test will be given on the last day of class. This test will be graded.
Quizzes: Graded quizzes will be given at the beginning of every class. They will cover the previous classes’ material and serve to reinforce that material.
Analytical Paper: This graded paper will be turned in the last week of class. Students will read Cry Rape on their own time over the course of the semester. They will utilize course materials, and other research materials, to produce a 10 page paper detailing how the main character’s ordeal would have been different had an advocate been present. Grading of this assignment will be based on the following criteria: organization of ideas, clarity of expression, ability to construct a coherent and persuasive argument in support of your ideas, solid command of relevant theory and research, and ability to apply theory and research by way of example or experience. Grading is not based on student’s personal opinion or belief, but their ability to articulate their understanding of the concepts presented in the course. This paper must be typed, double spaced with font of 12, and must adhere to correct spelling, punctuation and grammar.
XI. Other Course Information
Attendance policies will be established by each instructor.
Each instructor will establish policies with respect to make-up exams, incomplete grades, etc. and include these and other information in a written syllabus to be distributed to students early in the course.
Note important dates.
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.