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 see learning as a relational, transformative process as an educator and art therapist. Each student offers unique insights that enrich a collaborative, authentic, inclusive, student-centered space for exploring theory, practice, and self-awareness. Counseling education goes beyond knowledge; it emphasizes embodying field principles through experiential learning, reflection, and inquiry. I encourage deep engagement, risk-taking, and viewing mistakes as growth opportunities. Learning thrives when interactive, process-focused, and responsive to students and communities' needs. I am committed to creating a learning environment that blends clinical expertise, social justice, and personal reflection. By fostering curiosity and critical thinking, I aim to help students become ethical, compassionate, and culturally aware practitioners. I also want students to develop their identities and embrace 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. Although not all students are counseling students, we will focus on counseling skills applicable to all career paths.
Course Student Learning Outcomes and Alignment to Program Learning Outcomes and Course Assessments:
This course supports program-level learning outcomes related to Social Justice and Advocacy. By the end of the course, students will be able to:
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Course Learning Outcome (CLO) |
Aligned Program Outcome(s) |
Aligned Course Assessment(s) |
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Demonstrate basic attending, listening, and rapport-building skills appropriate for entry-level helping relationships. |
Demonstrate effective interpersonal communication skills relevant to helping and human service settings. |
Written Exercises #1–4 Baseline Video Process Journal 1 |
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Apply intentional interviewing concepts to select helping responses that are ethical and client-centered. |
Demonstrate ethical awareness and professional behavior consistent with helping professions. |
Written Exercise #1 Scenario Selection Baseline Video |
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Demonstrate effective use of questioning, paraphrasing, summarizing, and reflection of feeling in simulated interactions. |
Demonstrate foundational helping skills and appropriate professional communication. |
Written Exercises #3–5 Practice Video #1 |
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Use the Five-Stage Interview Model to organize helping interaction from engagement to goal exploration. |
Apply basic counseling models and frameworks to structured helping interactions. |
Practice Video #1 Midterm |
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Demonstrate supportive confrontation and reflection of meaning while maintaining respect and emotional safety. |
Demonstrate self-awareness and responsiveness in interpersonal helping relationships. |
Written Exercise #6 |
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Identify and practice basic action skills that support problem-solving, resilience, and goal development. |
Apply problem-solving and decision-making skills relevant to helping roles. |
Written Exercise #7 Practice Video #2 |
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Reflect on personal values, strengths, and limitations as they relate to helping others. |
Demonstrate self-reflection and the development of professional identity in the helping professions. |
Process Journals 1 & 2 Written Exercise #9 |
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Demonstrate culturally respectful and ethically informed helping behaviors in simulated interactions. |
Demonstrate awareness of diversity, equity, and ethical considerations in helping contexts. |
Process Journals Practice Videos |
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Integrate multiple helping skills into a coherent, entry-level helping interaction. |
Demonstrate readiness for continued skill development in counseling or related graduate study. |
Final Skill Showcase Final Presentation & Reflection |
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 to students on the bookstore website. Students will receive an email providing AutoAccess details beginning on January 5, 2026. Student accounts will be billed for the required AutoAccess material beginning January 5, 2026. Students can opt out before the deadline to receive a refund:
- Regular session opt out deadline is February 3, 2026
- 8W2 opt-out deadline is March 31, 2026
What Does Blended Learning Mean?
This course uses a blended (hybrid) format that intentionally integrates face-to-face instruction with online learning in Canvas. Both components are designed to complement one another through active learning, dialogue, reflection, and practice.
Time Expectations
This is a 3-credit-hour course with:
- Two in-person meetings per month
- Weekly online modules in Canvas
Students should expect to spend 6–10 hours per week engaging with course materials, activities, discussions, and assignments. 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 daily. Please contact your academic advisor or student success network if you need hardware or Internet access. If you have computing problems, you must address them through the ITS Helpdesk (helpdesk@umsl.edu) or use campus computing labs. Problems with your computer or other technological issues are not an excuse for delays in meeting expectations or for missed course deadlines. 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 (required) or Mozilla Firefox)
- Ability to navigate Canvas (Learning Management System)
- Minimum Processor Speed of 1 GHz or higher is 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 am committed to supporting your success using a variety of instructional strategies, including:
- Mini-Lectures (multimedia, conversational)
- Discussion Forums (online and in-class dialogue)
- Case Studies & Simulations (real-world application)
- Demonstrations (live or recorded)
- Peer Collaboration & Review
- Reflective Practice (journals and guided reflection)
- Gamification (low-stakes quizzes and interactive activities)
The following tools support the instructional strategies for this course:
- Kahoot
- Mentimeter
- PowerPoint
- Zoom
- Web-based research tools
If this is your first blended or online course, it is recommended that you log into Canvas and complete the Online Course Overview listed in your Canvas course list. If you’ve already completed the orientation, you do not have to retake it. You can still consult it for helpful videos and tutorials on the technologies used in this course.
Course Policies and Expectations
Attendance and Participation: You must attend class to digest the material. Participation is crucial in this class. Your grade will be impacted by minimal participation. This is an active class with weekly meetings complemented by Canvas-based learning activities between sessions.
- Attendance includes in-person presence and academically related online activity
- Logging into Canvas alone does not count as attendance
- Missing 25% or more of class meetings may result in a course drop
- Lack of participation may trigger an early-alert notification
Participation and Classroom Climate: If you cannot participate in the scheduled class activity or discussions, you must notify the instructor within the week of that class module. The instructor reserves the right to accept and/or make up assignments missed due to non-participation in course activities.
It is vital that our classroom environment promotes a respectful exchange of ideas. Respectful engagement is essential. Students are expected to:
- Prepare for class and discussions
- Engage thoughtfully and respectfully with peers
- Maintain confidentiality and professionalism
- Obtain permission before recording any class activity
Online Discussion Guidelines: Participation in the course should maintain a positive work and learning environment, as outlined in the UM Collected Rules & Regulations, 330.080.
- Postings should be evenly distributed during the discussion week. Posting should be a minimum of three sentences or one short paragraph and a maximum of two paragraphs.
- Respond to at least 2 other posts in the discussion. Responses should be well-written with proper punctuation, spelling, and grammar.
- Avoid short one-word postings, such as “I agree,” unless accompanied by supporting statements from the readings or prior knowledge (work and life experience).
- Stay focused on the topic.
- Ask questions; challenge other postings that lack supporting evidence or present incorrect information.
- Encourage further discussion by building on current threads.
- Check your postings for responses from others and respond in kind. Use proper “netiquette”.
Academic Integrity/Plagiarism: We want our learning environment to be honest and fair. The assessments in our course allow you to demonstrate what you know and to learn from areas you may not yet have mastered. When you submit work with your name on it, you make 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 the contributions of all those 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, please 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 in the UMSL Bulletin. Plagiarism, collusion, cheating, and falsification are unacceptable and will fail an assignment and possible administrative sanctions such as dismissal from the university.
- Plagiarism: representing the ideas or work of another as your own, intentionally or unwittingly, without proper, precise, 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 expressly 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 your 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 “Policies” section of the Academic Affairs website describes the campus process regarding academic dishonesty.
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.
Course Plan for the Unexpected
Please stay informed about university policies, instructions, and resources related to campus closures (https://www.umsl.edu/safety/police/closures.html). It is important to me that you stay on track toward your degree completion. This section presents our course continuity plans for handling situations to avoid disruption to your learning. If I become ill or cannot attend class, the class will be canceled, and we will resume at the next class meeting.
Feedback and Grading Timeline: I aim to respond to student emails within 48 hours on weekdays and within 72 hours on weekends/holidays. My target turnaround is short assignments and discussion posts — within two weeks; major assignments (midterm paper, final project) within four weeks. If a major assignment takes longer than four weeks, I will announce the expected timeline.
Late Assignments: I understand that illness, emergencies, and other unforeseen circumstances occur. In this class, each student has two extension tokens available for use on any assignment, except the midterm and final. 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 |
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Token Availability |
Each student has two tokens per semester. |
|
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. |
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No Communication |
If there is no prior communication, the token will not be applied. |
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Beyond a Week |
Work is not accepted more than a week in advance unless exceptional circumstances are communicated in advance. |
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: Several offices at UMSL (e.g., Counseling Services, Health Services, Community Psychological Service, Center for Trauma Recovery, and Student Social Services) have staff who are exempt from Title IX-mandated reporting when the information is obtained through 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 discussing common human issues equips us to support others and ourselves in helping professions. If you believe this may be a barrier to your learning, don't hesitate to contact 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 challenges they may face outside the university that affect their ability to succeed academically. These challenges may include food insecurity, housing instability, lack of childcare, counseling needs, and financial emergencies. 144 Millennium Student Center
Instructional Modification: Students with disabilities or conditions 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 contact 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 accommodation without an official letter from Disability Access Services.
Campus Safety: All members of the UMSL community are encouraged to register their home, cell, and office phone numbers to receive notifications about any imminent 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 |
|---|---|---|