Course Syllabus
Contact Information
Welcome: Welcome to the Hybrid Interpersonal Skills in Helping Relationships course! I'm excited to join you on this journey of developing essential skills for effective communication and meaningful connections. This course blends the flexibility of online learning with the dynamic interaction of in-person sessions to offer a comprehensive experience. Together, we'll explore key concepts and practice techniques that are crucial in helping relationships. Your engagement and growth are our top priorities, and I look forward to a collaborative and enriching semester.
Teaching Philosophy: I view learning as a relational and transformative process, both as an educator and an art therapist. Each student brings unique experiences and insights that enhance a collaborative environment. I strive to create an authentic, inclusive, student-centered space for graduate art therapy students to explore theory, practice, and self-awareness.
Counseling education transcends knowledge acquisition; it emphasizes embodying field principles through experiential learning, reflective practice, and critical inquiry. I encourage students to engage deeply, take calculated risks, and view mistakes as opportunities for growth. Learning flourishes when it is interactive, process-focused, and responsive to the evolving needs of students and communities.
I am dedicated to fostering a learning environment integrating clinical expertise, social justice, and personal reflection. By promoting curiosity and critical thinking, I aim to help students become ethical, compassionate, and culturally aware practitioners. I also aim to inspire students to refine their identities and commit to lifelong learning, advocacy, and the healing power of creative expression.
About this Course
Course Description: This course will enhance your ability to communicate, build healthy relationships with others, resolve conflicts, advocate appropriately, and promote a positive and inclusive learning environment among individuals and groups, and prepare you to work well with diverse populations.
Goals of the Course:
By the end of the semester, students will be able to:
- Demonstrate core micro skills (attending, encouragers, paraphrasing, reflection of feeling, summarizing, purposeful questioning, and confrontation).
- Apply intentional interviewing techniques in multicultural contexts with cultural humility.
- Integrate ethical and legal considerations into interviewing practice.
- Critically self-evaluate growth as a helper and create a professional development plan.
While not all students are counseling students, we will still focus on some of the counseling skills that can be applied to all career paths.
Course Requirements
Required texts and other course materials:
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P., Intentional Interviewing & Counseling: Facilitating Client Development in a Multicultural Society (10th ed.).
Auto Access Details: Cengage Unlimited will be displayed for students on the bookstore website. Students will receive an email providing Auto Access details beginning on August 11, 2025. Student accounts will be billed for the required Auto Access material starting August 11, 2025. Students can opt out before the deadline to receive a refund:
- Regular session opt-out deadline is September 9, 2025
- 8W2 opt-out deadline is November 4, 2025
What Does Blended Learning Mean?
Our blended course is designed to integrate in-person and online modes of learning, fully engaging you with your instructor, course content, and other students. This approach supports our course goals through a combination of in-person and online content, activities, and assessments tailored to each learning mode. Each online and in-person component of our course will enrich your learning experience to provide you with opportunities for variation and practice, active learning, and interaction with your fellow students.
Time Requirements for Our Blended Course: This is an active, blended class with 2 in-person class meetings each month, complemented by online learning experiences in Canvas in between class meetings. Our course is a 3-credit-hour course and requires 3 hours of your time each week in addition to the time it takes you to read the necessary materials, watch the videos, and complete the assignments. That means that you need to plan to spend a minimum of 6 hours every week (up to 9-10 hours a week) on activities related to this course. If you would like to explore how the online Canvas activities work, consult the Online Course Overview course in Canvas, where you can practice posting to a discussion board, take a practice quiz, and more.
Technology Requirements: As a student in a blended course, you are expected to have reliable internet access almost every day. Please reach out to your academic advisor or student success network if you need hardware or Internet access. If you have computing problems, it is your responsibility to address these through the ITS Helpdesk (helpdesk@umsl.edu) or to use campus computing labs. Problems with your computer or other technological issues are not an excuse for delays in meeting expectations and missed deadlines for the course. If you have a problem, get help in solving it immediately. At a minimum, you will need the following software/hardware to participate in this course:
- Computer with an updated operating system (e.g., Windows, Mac, Linux)
- Updated Internet browsers (Google Chrome or Mozilla Firefox)
- Ability to navigate Canvas (Learning Management System)
- Minimum Processor Speed of 1 GHz or higher recommended.
- Reliable and stable internet connection.
- Adobe Reader or an alternative PDF reader (free)
A webcam and/or microphone are highly recommended.
How to Succeed in This Course
I genuinely care about your success as a student, and I am constantly adapting my instruction to ensure your success. I use a mix of active, experiential, and reflective methods designed to develop both knowledge and usable clinical skills. These techniques are scaffolded across face-to-face practice weeks and weekly online modules so you get repeated, guided practice and timely feedback. Below you will find several different instructional methods to help me accomplish my goal:
- Mini-lectures (10–20 minutes). Short, focused presentations posted to Canvas and used at the start of F2F sessions to frame a skill and highlight "what to listen for."
- Demonstrations & modeling. I (or an invited demonstrator) model brief interview segments in class or via recorded clips so you can observe timing, phrasing, and clinical presence.
- Live role-plays & simulations (triads & pairs). In F2F weeks, we practice in structured triads (helper/client/observer). Observers use guided checklists and give verbal feedback.
- Video practice & review. Online weeks include brief video uploads of micro skill practice. You will watch your recording, complete a structured self-evaluation, and give/receive peer feedback.
- Case studies & written vignettes. Short cases are used to practice purposeful questioning, case conceptualization, and multicultural adaptations.
- Small-group discussion forums & peer review. Weekly Canvas discussions focus on applying theory to practice; select weeks include formal peer review (using Canvas rubrics).
- Guided reflection & process journals. Weekly skill logs ask you to record what you practiced, what felt hard, and a focused learning goal for the following week.
- Live coaching & instructor feedback. In class, I provide brief, targeted coaching. During office hours, you may request time for video review and role-play rehearsal.
- Formative quizzes & knowledge checks. Short online quizzes ensure you're keeping pace with conceptual material so you can apply it in practice.
This course teaches skills that improve through deliberate, repeated practice. Below are concrete, actionable habits and tools that reliably help students succeed.
- Block two short practice sessions each week: one timed (20–30 min) to rehearse skills and record a short clip, and one review session (10–15 min) to critique your recording and set one learning goal.
- Make your initial discussion post within the first 48 hours the module opens; peers learn best when conversation is spaced across the week. Reply to at least two peers with substantive feedback (what worked, one suggestion).
- Open the assignment rubric first — make a checklist from the rubric and confirm each item is present in your submission (transcript excerpt, timing, cultural reflection, etc.).
- Before uploading: do a quick tech check (audio, lighting), remove identifying info, and include a 1–2 sentence context statement (client role & learning goal). Keep videos within time limits.
- When you evaluate peers, name two strengths, one specific improvement suggestion, and a time stamp (e.g., "At 3:12 — consider a reflection of feeling instead of a question"). This helps peers and builds your clinical eye.
- Come prepared to office hours with a 2–3-minute clip or a focused question. I can give live coaching, model an alternative phrasing, or role-play a difficult moment with you.
- In your skill logs, link what you noticed to a specific skill (e.g., paraphrase, reflection of feeling), include one timestamped example from your practice, and list a measurable goal for next week.
- The hybrid rhythm alternates F2F and online weeks—treat module open dates as "class" days. Use Canvas calendar and set phone reminders for submissions and peer deadlines.
- If something comes up (illness, travel, major life event), contact me as soon as possible so we can arrange reasonable adjustments per course policy.
- Always ask permission before using peers' recorded material in class and include cultural/contextual reflections in assignments. When unsure about cultural adaptations, ask — it's part of learning.
Assessment/Grading
Class participation & attendance — 100 points
Active participation in face-to-face role-plays, small-group activities, and online module engagement. Attendance at F2F sessions and completion of the week's online activity (quiz, post, or video) are required; participation points reflect quality of contribution, punctuality, and constructive feedback to peers. See the Attendance & Missed Work policy and the Participation rubric in Canvas for detailed expectations.
Counseling Sessions — 100 points
You must complete six counseling sessions at the UMSL Counseling and Social Advocacy Center (CSAC) as part of your growth and development as an individual and/or future helping professional. A letter from the assigned therapist will be required at the end of the semester as proof of completion.
- Extra credit will be given to students who complete sessions beyond the 6-session requirement. Each session beyond the six-session requirement will be worth five additional points. *
Weekly module assignments (quizzes, short posts, videos) — 300 points
Weekly online activities include short quizzes to check reading comprehension, one discussion post with peer responses, and occasional 1–3-minute skill practice video uploads. Each module lists the specific tasks and due dates; rubrics and brief instructions are posted on each assignment page.
Weekly process journals/skill logs — 100 points
Short weekly reflections (typically 250–400 words) that describe what you practiced, one timestamped example when applicable, what felt challenging, and a specific learning goal for the next week. These are formative—graded for completion and thoughtful engagement—using the Skill Log rubric in Canvas.
Midterm paper (3 pages) — 100 points
A 3-page integrative reflection that links intentional interviewing theory to your observed skill development; include two brief skill examples (transcript snippets or descriptions), multicultural/ethical analysis, and a short plan for growth. The Midterm rubric (criteria: theory integration, examples, multicultural analysis, writing & APA) is available in Canvas.
Final video interview + portfolio — 300 points
A 10–12-minute recorded interview demonstrating core micro skills with a peer, plus a portfolio (2–3-page self-evaluation, peer evaluation, brief case conceptualization, and supporting artifacts). Follow confidentiality guidelines (no real client identifiers). The Final Project rubric and portfolio checklist are in Canvas — use timestamps from your video when referencing examples in your self-eval.
| Class Participation & Attendance | 100 |
|---|---|
| Counseling Sessions | 100 |
| Weekly Module Assignments | 300 |
| Weekly Process Journals / Skill Logs | 100 |
| Midterm Paper (3 pages) | 100 |
| Final Video Interview + Portfolio | 300 |
| TOTAL | 1000 |
Grade Composition:
A = 935-1000 points B = 835-864 points C = 735-764 points
A- = 895-934 points B- = 795-834 points C- = 695-734 points
B+ = 865-894 points C+ = 765-794 points F = 0-694 points
Garding Scale: The UMSL Grading System is based on a four-point scale. The grade value for each letter grade is as follows:
|
A = 4.0 |
B- = 2.7 |
D+ = 1.3 |
EX = Excused |
|---|---|---|---|
|
A - = 3.7 |
C+ = 2.3 |
D = 1.0 |
DL = Delayed |
|
B+ = 3.3 |
C = 2.0 |
D- = 0.7 |
FN = Failure/Non-Participation |
|
B = 3.0 |
C- = 1.7 |
F = 0 |
|
Feedback and Grading Timeline: I aim to respond to student emails within 24–48 hours on weekdays and within 72 hours on weekends/holidays. My target turnaround is short assignments and discussion posts — within one week; major assignments (midterm paper, final project) within two weeks. If a major assignment takes longer than two weeks, I will announce the expected timeline.
Course Plan for the Unexpected
Please stay informed about university policies, instructions, and resources regarding campus closures https://www.umsl.edu/safety/police/closures.html. When F2F class meetings are interrupted (weather, instructor illness, travel), I will notify students via Canvas and email and provide instructions for online continuity. If I must miss a class, the class will be canceled, and materials/assignments will be posted on Canvas for the week; we will resume at our next scheduled meeting.
Course Policies
Attendance and Class Participation: Students are expected to attend all face-to-face sessions and complete weekly online modules by their deadlines. "Present" in the online component requires completion of an academically related activity (e.g., assignment submission, substantive discussion post, quiz).
Online Class Netiquette/Behavior
- Be self-reflective before you post an emotional response and reread what you have written to be sure it is positive. Think of your comments printed in the newspaper. Your online comments will be seen, heard, and remembered by others in the class.
- Use effective communication.
- Avoid the use of all caps or multiple punctuation elements (!!!, ???, etc.).
- Be polite, understate rather than overstate your point, and use positive language.
- If you use acronyms, jargon, or uncommon terms, explain them to everyone so they can understand and participate in the discussion.
- Ask for clarification if you feel emotional from a classmate's post. You likely misunderstood their point. This strategy will also help you step away from the intensity of the moment to allow for more reflection.
- Sign your name. It is easier to build a classroom community when you know who you are responding to.
- Foster community. Share your great ideas and contribute to ongoing discussions. Consider each comment you make as one that is adding to, or detracting from, a positive learning environment for you and your classmates, and adjust accordingly.
- Be constructive. You can challenge ideas and the course content, but avoid becoming negative online. When you disagree politely, you stimulate and encourage great discussion. You also maintain positive relationships with others with whom you may disagree on a certain point.
- Keep the conversation on topic by responding to questions and adding thoughtful comments about the issues at hand. Online dialogue is like a conversation. If there is a certain dialogue going on, please add to it, but if you have something new to say, please post it in another thread.
- Define your terms. When using acronyms or terms particular to your field (or new to our course), please define them for others.
Attendance & participation count toward 100 points. Repeated absence or failure to complete module activities may result in lower participation points and could prompt an early-alert notification from the instructor.
If you miss a scheduled F2F session for a known reason (e.g., university-sanctioned event, religious observance), notify me as early as possible so we can plan make-up work. For unplanned absences (e.g., illness), inform me as soon as feasible. Reasonable accommodation for missed work due to compelling circumstances will be made; documentation may be requested.
Make-up work: When appropriate, you may complete alternate assignments that meet comparable learning objectives. Instructors are not required to create new assignments; reasonable deadlines for make-up work will be set.
Religious observances: If you expect to miss class for religious observance, notify me early in the semester so we can plan alternate arrangements.
Late Assignments: I understand that illness, emergencies, and other unexpected events happen. In this class, each student has two extension tokens to use on any assignment except their weekly journals and final portfolio. No late work will be accepted outside of this policy unless prior arrangements are made for extenuating circumstances.
- To use a token: Email me at least 24 hours before the due date with, "I would like to use my extension token on [assignment]." No reason is required. This grants a 1-week extension.
- After the extension: Work not submitted within the week will receive 0 points unless further arrangements are made.
- No communication: If I do not hear from you before the due date, I will not assume you are using a token.
- Beyond a week: Assignments will not be accepted after a week unless you have communicated exceptional circumstances in advance.
|
Step |
Policy |
|---|---|
|
Token Availability |
Each student has two tokens per semester (not for in-class round tables). |
|
How to Use |
Email at least 24 hrs before due date: 'I would like to use my extension token on [assignment]. |
|
Extension Length |
Grants a 1-week extension, no reason required. |
|
After Extension |
Work not submitted within the week = 0 points unless further arrangements are made. |
|
No Communication |
If there is no prior communication, the token will not be applied. |
|
Beyond a Week |
Work is not accepted beyond a week unless exceptional circumstances are communicated in advance. |
This policy is intended to support self- and community-care while maintaining course structure.
Academic Integrity/Plagiarism: We want our learning environment to be honest and fair. The assessments in our course allow you to showcase what you know and identify areas for improvement. When you submit work with your name on it, this is a written statement that credit for the work belongs to you alone. If the job was a product of collaboration (such as a group project), each student is expected to acknowledge in writing all the people who contributed to its completion.
Each assignment and exam in our course will include clear guidelines about the rules for each assessment and the appropriate materials. It is always required that the work you submit is your own, uses proper citations, and avoids collusion or falsification.
If you have a question about an assignment, do not hesitate to contact me for clarification. You are responsible for being attentive to and observant of university policies about academic honesty as stated in the University's Campus Policies and Code of Student Conduct found in the UMSL Bulletin. Plagiarism, collusion, cheating, and falsification are not acceptable and will result in failure of the assignment and may lead to administrative sanctions such as dismissal from the university.
- Plagiarism: representing the ideas or work of another as your own, intentionally or unwittingly, without proper, clear, explicit acknowledgment.
- Facilitation/Collusion: supporting malpractice by another student, for example, allowing your work to be copied.
- Duplication of Work: presenting the same work for a different assessment.
- Cheating: using any unauthorized sources of information (such as previous or existing exams for this course) and providing or receiving unauthorized assistance on any form of academic work or engaging in any behavior specifically prohibited by the faculty member (e.g., uploading or using test questions or online homework questions on study sites such as Chegg.com, copying someone else's answers on tests and quizzes, copying/pasting exam or online homework questions from this semester for your peers or publicly in online forums).
- Falsification: any untruth, either verbal or written, in one's academic work, including presenting fabricated/made-up data or presenting someone else's work as one's own. Unless the instructor explicitly states otherwise, it is dishonest to collaborate with others when completing any assignment or test, performing laboratory experiments, writing and/or documenting computer programs, writing papers or reports, and completing problem sets.
Academic dishonesty is a serious offense that may lead to probation, suspension, or dismissal from the University. Academic dishonesty can take several forms described above: plagiarism, cheating, unauthorized possession, or distribution of academic materials, including the unauthorized use, selling, or purchasing of examinations or other academic work, using or stealing another student's work, unauthorized entry or use of the material in a computer file, and using information from or possessing exams that an instructor did not authorize for release to students.
All instances of academic dishonesty will be reported to the Office of Academic Affairs, which will determine whether you will appear before the Student Conduct Committee for possible administrative sanctions such as dismissal from the university. The instructor will make an academic judgment about the student's grade on that work in this course. The campus process regarding academic dishonesty is described in the "Policies" section of the Academic Affairs website.
Generative AI Tool Use by Students: Generative AI tools (e.g., ChatGPT) may be used for brainstorming or drafting only when explicitly allowed in an assignment. Students must: 1) disclose any use of AI in a separate statement attached to the submission, and 2) critically evaluate and edit any AI-generated content to meet academic standards. For assignments where original reflective writing or counseling transcripts are required (e.g., weekly process journals, midterm reflection, final self-evaluation), AI-generated text is not permitted unless explicitly stated.
Title IX & Equity
Mandatory Reporting: Under Title IX, all UMSL faculty, staff, and administrators (with limited exceptions) are obligated to report any incidents of sexual harassment, sexual misconduct, sexual assault, or gender discrimination to the Student Affairs office and/or other University officials. This ensures that all parties are protected from further abuses, and trained counselors and professionals support the victim(s). Note: There are several offices at UMSL (e.g., Counseling Services, Health Services, Community Psychological Service, Center for Trauma Recovery, and Student Social Services) whose staff are exempt from Title IX-mandated reporting when the information is learned during confidential communication.
Content Advisory: This course involves topics and/or media that may be emotionally disturbing, graphic, or otherwise sensitive in nature, including sexual assault, rape, suicide, drug use, racism, grief and loss, and other topics that could be individually sensitive based on personal life experiences. I will do my best to provide specific warnings before each instance. I believe these topics (or materials) are essential to the course because talking about these common human issues equips us with the ability to support others and ourselves in the helping professions. If you believe this may be a barrier to your learning environment, don't hesitate to get in touch with me to discuss an alternative assignment, activity, or reading.
Student Resources
Student Advocacy & Care: Provides students with case management and other support and services to address unmet basic needs and different challenges they may be facing outside of the university that impact their ability to succeed academically. These challenges may include issues such as food insecurity, housing instability, lack of childcare, counseling needs, and financial emergencies. 144 Millennium Student Center
Instructional Modification: Students who have a disability or condition that may impair their ability to complete assignments or otherwise satisfy course requirements are encouraged to meet with the professor to identify, discuss, and document any feasible instructional modifications or accommodations. Students should notify the professor no later than the end of the second week of the semester or as soon as possible if the condition is diagnosed during the semester.
Any student who believes accommodation may be needed based on the impact of a disability should contact me privately to discuss their specific needs. Please get in touch with Disability Access Services in the Millennium Student Center (144 MSC) at 314.516.6554 if you have specific questions about disability services. I cannot grant you the accommodation without an official letter from the Disability Access Services.
Campus Safety: All members of the UMSL community are encouraged to register their home, cell, and office phone numbers to receive notification of any pending danger on campus. Find instructions here:
http://safety.umsl.edu/police/notification/index.html. In the event of an emergency on campus, call Campus Police at 314.516.5155 immediately.
Safe Zone: Regardless of sexual orientation, race, ethnicity, national origin, gender expression and identity, religion, age, and ability, you will be treated and respected as a human being. Your continued presence in this course signals your commitment to act likewise.
Course Summary:
| Date | Details | Due |
|---|---|---|