Education | Laboratory in Counseling
G523 | 5792 | Dr. Fritz Lieber

Laboratory in Counseling focuses on the practical and personal side of
counseling.  If it is successful, you will learn about yourself
personally and professionally, and accomplish the basic attitudes and
techniques of counseling.  The way we work includes class discussion;
demonstration, observation, and practice of counseling skills and
attitudes; role-plays of counseling; group and individual supervision;
observation of a counseling case with supervision; and critical
reflection on your experience in the lab.  I hope you become more
aware of yourself, more skilled, and more self-critical.  Evaluation
is based on your performance in lab, videotape review, a short paper,
participation in class, and periodic journal entries.  These
assignments are explained below.  Please take risks, examine yourself,
practice, practice, practice, and engage with others courageously and


The goals of the course are:  satisfactory performance of counseling
attitudes and techniques, and evidence of self-awareness and

Counselor Attitudes: Counselor attitudes are respect, genuineness, and
empathy.  To respect is to prize and appreciate the worth of the
person.  To be genuine is to be sincere, transparent, and genuine.  To
empathize is to experience what the other person experiences.  For a
description of these attitudes and their function in counseling, see
Carl Rogers' 1957 paper, "The Necessary and Sufficient Conditions of
Therapeutic Personality Change," in The Journal of Consulting
Psychology, Vol. 21, No. 2; 95-103.

Counseling Techniques: Counseling techniques include nonverbal and
verbal skills.  Nonverbal skills come under the category of attending,
that is, paying attention to a person's body language.  Verbal skills
include paraphrasing, summarizing, and clarifying content (inquiry);
and reflecting feeling.  More complex verbal skills include
confronting, self-disclosing, and interpreting.

Counselor Self-Awareness: As a counselor, you will use your self and
be yourself.  This double presence requires a flexible and often rapid
alternation of introspection, objectivity, and empathy.  The more you
know yourself, the better you can use yourself.  This is why
self-awareness is a major goal of the course.  Self-awareness includes
knowledge of your strengths, limitations, assumptions, prejudices,
likes and dislikes, the meaning of your feelings, and your ways of
behaving.  Without self-awareness you cannot make a skill of yourself.
At the same time, self-knowledge is never finished.  A commitment to
the process of self-knowledge enables you to grow personally and
professionally, and to respect and empathize with your client.

Goals (continued)

Counselor Self-Criticism: Your ability to criticize yourself means
that you can examine your own counseling.  It requires you to make an
honest and unsparing inventory of yourself, and express and face
yourself despite fear or favor.  Self-criticism includes awareness,
appreciation, and application of feedback from others, and an ability
to accept and construct alternative interpretations of your
experience.  To self-criticize is to evaluate yourself as a counselor,
and to listen to and reflect upon the evaluation that others give you.


Discussion, demonstration, observation, and practice of counseling
skills: Your instructor will introduce a skill, and we will talk about
it.  The instructor will demonstrate the skill, and you will observe
the demonstration.  You will practice the skill with each other.  As
you practice it, your instructor will observe you and give you
feedback.  You will observe and give each other feedback.  Good
feedback is clear, specific, immediate, accurate, and open to

Discussion & modeling of counselor attitudes: The best way to teach an
attitude is to model it; the best way to learn an attitude is to
observe it.  As a class, we will try to reinforce modeling and
observing by talking about respect, empathy, and congruence.  Your
instructor will try to model these attitudes.  When you express these
attitudes, your instructor will point out what you are doing.

Role-Playing:  You will each play the roles of counselor and client
many times in the lab.  You will videotape your role-plays to review
with the class.  Your instructor will give you feedback and
evaluation.  When you play the client, you may talk about anything you
choose.  Self-disclosure is your decision.  All lab communications are

Supervision:  Supervision is coaching and criticizing observed
performance.  When your instructor observes your performance and gives
you feedback and evaluation, your instructor is supervising you.  When
you criticize yourself, you are supervising yourself.  You will
receive supervision by your instructor and, possibly, by a doctoral
student in counseling psychology.

Observation:  Besides observing your instructor and each other, you
will watch videotapes of an actual client.  You will observe and
participate in the supervision of that case.  A masters degree
practicum student in counseling will come to our class to be
supervised, and you will have an opportunity to ask questions and give


Laboratory performance: Laboratory performance includes demonstration
of counseling skills, attitudes, self-awareness, and self-criticism.
The best way for an experienced performer to judge an inexperienced
performer is to observe the performance and give
immediate feedback.  Class discussion, modeling, supervised practice,
and frequent feedback improve the performance and publicize the
criteria of evaluation.  Laboratory performance will account for
eighty percent of your grade.  You will submit five videotaped role
plays during the course of the six weeks.  The first tape is a
baseline tape. It will not be graded but is required.  You will
receive a letter grade on each of the four subsequent tapes.  Graded
videotapes (fifteen percent each) and participation in class (fifteen
percent) will form the basis of your laboratory performance grade.
Videotapes are due on June 26 (baseline), July 6, July 13, July 20,
and July 27.

Journal:  You will keep a daily journal in this course.  It will be a
record of your impressions as you move through the experience of
becoming a counselor.  Your journal is a way to observe, reflect on,
and consolidate your ideas and feelings as a beginning counselor.  Get
in the habit of introspective self-expression.  I will ask to see
excerpts from your journal (via e-mail or paper copy) from time to
time.  The journal will not be graded but is required.

Countertransference Paper: You are required to write a 4-page paper on
a personal issue of countertransference.  Countertransference is the
complex reaction we all have to certain topics, problems, clients,
etc., that get under our skin, are particularly problematic for us,
bring up old issues, touch a raw nerve in us.  Please clear your topic
with me by July 9.  The paper is due on July 24.  The
countertransference paper will account for twenty-five percent of your

Course Evaluations: At the last scheduled meeting of class, you will
receive a course evaluation to fill out.  Please take a moment to
complete this evaluation of the class.  The School of Education, the
Department of Counseling and Educational Psychology, and your
instructors take your course evaluation seriously.

Individual  Meetings:  You are invited to meet individually with me
(by appointment) to review your progress in the lab, and to discuss
anything of importance to you.

Examinations: There are no examinations.

Evaluation (continued)

Class Participation:  This is a laboratory class, a combination of
instruction, discussion, and practice.  Because a great part of what
you do and what you learn occurs in class, your attendance and
participation in class is vital.  By participation, I mean speaking,
helping others, giving feedback, asking questions, being present.
Participation accounts for fifteen percent of your grade.

Summary of Grading:		Videotape #1		  0%
				Videotape #2		15%
				Videotape #3		15%
				Videotape #4		15%
				Videotape #5		15%
				Journal			  0%
				Paper			25%
				Class Participation	15%
				TOTAL	                100%

Course Materials & Electronic Mail

No textbook.  There will be class handouts from time to time.  Each
student must have a VHS videocassette.  Do not erase any of your
tapes.  I will collect all tapes at the end of the semester.  Each of
you must have an Indiana University electronic mail account.

Class Topics and Assignments

Friday, June 15	Introductions
Review of syllabus; practice of counseling
Orientation in Center for Human Growth (CHG)

Tuesday, June 19		Genuineness, respect, and empathy

Wednesday, June 20		Meet with Dr. Froehle

Thursday, June 21		Genuineness, respect, and empathy
Interpersonal Process Recall

Friday, June 22	Videotaping (CHG)

Monday, June 25		Videotaping (CHG)

Class Topics and Assignments (continued)

Tuesday, June 26		Attending; paraphrase and summary of
Videotaping (CHG)
VIDEOTAPE #1 (baseline) DUE

Wednesday, June 27	Reflection of feeling
Videotaping (CHG)

Thursday, June 28	Clarification
Videotaping (CHG)

Friday, June 29		Confrontation and self-disclosure
	Case conceptualization

Tuesday, July 3		Videotaping (CHG)

Wednesday, July 4	No Class

Thursday, July 5		Videotaping (CHG)

Friday, July 6			Meet with Dr. Froehle

Monday, July 9		8:30-11:45 AM

Tuesday, July 10		Supervision
				Countertransference paper topic due

Wednesday, July 11		Supervision
Videotaping (CHG)

Thursday, July 12 		Supervision
Videotaping (CHG)

Friday, July 13 		Supervision
Videotaping (CHG)

Class Topics and Assignments (continued)

Tuesday, July 17 		Supervision
Videotaping (CHG)

Wednesday, July 18 		Supervision
Videotaping (CHG)

Thursday, July 19 		Supervision
Videotaping (CHG)

Friday, July 20 		Supervision
Videotaping (CHG)

Tuesday, July 24 		Supervision
Videotaping (CHG)

Wednesday, July 25 		Supervision
Videotaping (CHG)

Thursday, July 26 		Supervision
Videotaping (CHG)

Friday, July 27 		Supervision
Videotaping (CHG)