LESSON PLAN Shajuana Isom-Payne March 31, 2014 LESSON TITLE Exploring Reflection of Meaning and Interpretation/Reframe Self-Disclosure

e and Feedback (Restorying Immediacy and !enuineness" LE EL AN! "#A!E STAN!A#! Masters Students# $ounseling %ec&ni'ues

Students (ill &a)e kno(ledge of* $A$#EP %&' $ounselor c&aracteristics and be&a)iors t&at influence &elping processes Students (ill demonstrate* $A$#EP %&c Essential inter)ie(ing and counseling skills

LEA#NIN" O()E$TI E Demonstrate kno(ledge of +, Effecti)e use of interpretation/reframing# reflection of meaning# self-disclosure and feedback -, .ppropriate use of self-disclosure /, %ec&ni'ues to pro)ide feedback for t&e client regarding obser)ations 0, Empat&etic application of skills MATE#IALS 1ist all materials needed# including &andouts# tools# etc, 2o(er2oint outlining key points of interpretation/reframing# reflection of meaning# selfdisclosure and feedback3 case studies related to lecture topics3 instructions for in class practice3 link to )ideo clips related to lecture topics

Introduction +, 4egin (it& 2o(er2oint to structure class discussion -, Reframing paired exercise (.cti)ity 5+ follo(s" /, Facilitate discussion (per 2o(er2oint slides" to debrief Reframing exercise (.cti)ity 5+" in large class group 0, S&are )ideo from Dead 2oet Society (example of perspecti)e" 6, Explore Reflection of Meaning and Interpretation/Reframing skills t&roug& class discussion (per 2o(er2oint slides/.cti)ity 5- to follo("
S.Isom-Payne Lesson Plan: Chapters 11 & 12

7, Facilitate partnered Reframe exercise (exercise outlined on 2o(er2oint" 8, Re)ie( Reflection of Meaning (per 2o(er2oint slides" 9, Introduce Self-Disclosure and Feedback (per 2o(er2oint" :, $omplete business card Self-Disclosure acti)ity (.cti)ity 5/ to follo(" +;, Introduction to Feedback (per 2o(er2oint" ++, Facilitate partnered feedback exercise (exercise outlined on 2o(er2oint/.cti)ity 50 to follo(" +-, 1ecture <ui= ('ui= attac&ed" Activity (be )ery specific# (it& >&o( to? instructions" .cti)ity 5+ Reframing .cti)ity 2u==le pieces for pairs @ (ork toget&er in pairs to describe and create meaning for t&e picture t&ey &a)e been pro)ided, Discuss and record --/ descripti)e points of (&at t&ey see, (/ minutes" 2airs s&ould be prepared to s&are (it& t&e full class, %&e pictures are numbered on t&e back of t&e s&eet to &elp recreate full picture, Instructor asks class to listen to description gi)en by pairs and pro)ide some reflection on (&at (as s&ared, Instructor gat&ers pieces and puts toget&er to present full picture for class to )ie(, Instructor facilitates con)ersation of reframing t&e picture no( t&at t&e class sees t&e full )ie(3 instructor asks class to identify &o( t&is is parallel to a client and counselor experience for reframing,

.cti)ity 5- Interpret and Reframe Issues .cti)ity 2ro)ide class (it& case study example @ Student (ill respond to prompt in pairs and (ill (rite do(n response to submit, Responses (ill be s&ared openly for discussion in class,

Scenarios* +, . sop&omore student expresses resentment t&at t&eir mom is >al(ays on my back?, %&e parent fre'uently talks about &er decisions and c&oices regarding &o( s&e spends &er time,
S.Isom-Payne Lesson Plan: Chapters 11 & 12

a, $*ar+,y+n-.

ASo s&e tells you a lot# to tell &er (&ere you are goingB Co( often do you t&ink s&e (ould say t&at to you in one day or one (eekBA

b, #e,ram+n-.

ADnce a dayB So itEs not all t&e timeB Sounds like s&e cares about you and your safety, F&at (ould &elp you bot& to feel okay about t&isBA .cti)ity 5/ Self-Disclosure 4usiness $ard Students (ill be pro)ided (it& an index card and crayons Students (ill be asked to create a business card t&at expresses t&eir dream Gob Students (ill be asked to s&are t&eir business card (it& a partner Instructor (ill s&are &er business card and (ill ask for --/ )olunteers in classroom to s&are .cti)ity 50 2ractice Feedback in Small !roup Role 2lay !at&er in groups of / Roles in group* $lient# $ounselor# Dbser)ers o %(o groups of 0 (+ $lient# + $ounselor# - obser)ers" o Dne group of / (+ $lient# + $ounselor# + obser)er" 2ractice o >$lient? presents issue o >$ounselor? pro)ides feedback (remember# your attending skills" o Dbser)er record client response# counselors attending skills# body language# etc, o Discuss process as small group* identify feedback statements# client response# and obser)ations %ime* 7 minutes @ 4e prepared to s&are experience and submit bullet points of feedback statements# client response and obser)ations (include all group member names on paper" Conclusion & Wrap-up Students (ill complete lecture 'ui= and instructor (ill facilitate discussion for re)ie( of 'uestions ASSESSMENT/E AL0TION
S.Isom-Payne Lesson Plan: Chapters 11 & 12

$ompletion of Multiple $&oice %rue/False 1ecture <ui= <uestions directly pertain to S1Ds Students (ill complete indi)idually and re)ie( as a class for final discussion Role play exercise for practice of feedback $ollect obser)ation notes from small group (it& outline of feedback statements and obser)ations $ha12ers 11 an3 12 Lec2ure 4u+5 S2u3en2 Name 6666666666666666666666 !a2e 666666666666666666666 7ha2 28o 2h+n-s are +m1or2an2 2o he*1+n- c*+en2s res2ory 2he+r *+9es: a& '& c& 3& #e,*ec2+on o, mean+n- an3 +n2er1re2a2+on/re,ram+n$ounse*or se*,-3+sc*osure an3 eye con2ac2 Em1a2hy an3 2one o, 9o+ce Ac2+9e *+s2en+n- an3 se*,-3+sc*osure

Mean+n- or+en2a2e3 2hera1+es +nc*u3e. a& '& c& 3& "+'son Mean+n--;ocuse3 Lo-o2hera1hy an3 Person-$en2ere3 Person-$en2ere3 an3 Payne $u*2ura* I3en2+2y None o, 2he a'o9e

7h+ch o, 2he ,o**o8+n- <ues2+ons 8ou*3 no2 or+en2 mean+n-: a& '& c& 3& 7ha2 a-e 8ere you 8hen you ,+rs2 e=1er+ence 2hese concerns: 7ha2 3oes 2h+s mean 2o you: 7ha2 sense 3o you ma>e o, 2h+s: ?o8 are your 9a*ues re,*ec2e3 +n 2h+s s+2ua2+on:

#e,*ec2+on o, mean+n- shou*3 a*8ays come ,rom 2he c*+en2@s 8or*39+e8: a& True '& ;a*se A** o, 2he ,o**o8+n- 3escr+'e an e,,ec2+9e use o, se*,-3+sc*osure 'y 2he counse*or, 8+2h e=ce12+on o,. a& L+s2en 2o c*+en2 as ma+n ,ocus
S.Isom-Payne Lesson Plan: Chapters 11 & 12

'& (e em1a2he2+c c& 0se AIB s2a2emen2s 3& Pro9+3e 3e2a+* an3 *en-2hy e=1*ana2+on o, 1erson s2ory

#e,erences $ouncil for .ccreditation of $ounseling and Related Educational 2rograms H$.$RE2I, (-;;:", -;;: standards for accreditation, .lexandria# J.* .ut&or, I)ey# .llen E,# I)ey# Mary 4radford# Kala'uett# $arlos 2, (-;+;", Intentional inter)ie(ing and counseling* facilitating client de)elopment in a multicultural society, 4elmont# $.* 4rooks/$ole# $engage 1earning, Reflecting meaning flashcards, (-;+0", Retrie)ed from http://quizlet.com/215 ! !5/re"lectin#-meanin#-"lash-car$s/ Reframing exercise, (-;+0", Retrie)ed from Ed(ardLelson,org

S.Isom-Payne Lesson Plan: Chapters 11 & 12