Counseling Theory and Techniques
This foundational course explores the ethical, legal, and professional standards governing the counseling profession. Emphasizing the American Counseling Association (ACA) Code of Ethics and state jurisprudence, this course utilizes immersive clinical simulations to bridge the gap between abstract ethical guidelines and real-world clinical decision-making. Students will practice navigating complex dilemmas involving confidentiality, mandated reporting, dual relationships, scope of practice, and duty to warn.
Module 1: Next Steps with Roger
Client Profile
Assignment Description
You are picking up mid-session with Roger, a fiercely independent older man who was referred to your community agency by his family due to their growing concerns about his recent memory loss. Roger is frustrated and defensive, viewing his occasional forgetfulness as a normal part of aging, and he deeply resents any implication that he cannot manage his own life. Because you are not trained to work with clients experiencing cognitive impairments, your primary objective in this interaction is to ethically and respectfully discuss the limits of your competence and the need for a referral. You must use active encouragers and clear, non-paternalistic language to ensure Roger feels heard, respected, and in control of his own decisions throughout this difficult conversation.
Opening Message
"Look, frankly, I don't understand why Sarah made such a fuss to get me down to this agency today. I mean, it's blown completely out of proportion. So I missed picking up my granddaughter... ummm... twice last month. And I put the checkbook in the refrigerator. Anyone gets distracted when they have a lot on their mind, for crying out loud. My mind is as sharp as a tack... I managed complex structural logistics for forty years, and now she is acting like I can't even live in my own house. Listen, I don't need any special protocol or maintenance. I certainly don't need someone managing my daily routine. So... uhhh... I just want to know what exactly your role is here. Because I don't need someone auditing my life, and I just need my family to back off."
Module 2: Earning Eva's Trust
Client Profile
Assignment Description
You are picking up mid-session with Eva, a 15-year-old high school sophomore who has been skipping school and drinking alcohol to escape the intense pressure she feels from her strict parents. Eva is highly guarded, deeply suspicious of your loyalty, and terrified that you are going to report her behavior to her parents, who have just requested a meeting with you. Your objective in this 5-minute interaction is to navigate her defensive interrogation by clearly and ethically explaining the limits of confidentiality for a minor, while using open-ended questions, paraphrasing, and reflection of feeling to validate her underlying fear and build a safe therapeutic alliance.
Opening Message
"Like... I see you writing all this down right now. Are you, like, literally about to tell my mom everything I just said? Because... whatever, my parents are already completely insane about checking my Life360, and if they find out about the alcohol or me skipping third period, they'll ground me until I graduate. I mean... it's not even a big deal, I just wanted to chill with my friends for once without someone constantly breathing down my neck. But... I guess if you're just going to run and report me like every other adult does, there's literally no point in me being here or talking to you at all. I just... I just want one place where I'm not constantly in trouble, I mean... is that even possible here?"
Module 3: Sarah's Invitation
Client Profile
Assignment Description
You are picking up mid-session with Sarah, a 32-year-old freelance academic editor who has previously shared how deeply lonely and disconnected she feels in her personal life. Because she feels incredibly safe and understood in your sessions, she is about to tentatively ask if the two of you can spend time together socially outside of the office. Your objective in this 5-minute interaction is to respectfully set clear ethical boundaries regarding personal relationships, while using reflection of meaning to validate her underlying desire for connection and safety so she does not feel shamed or rejected.
Opening Message
"Ummm... I guess I just wanted to ask you something before we run out of time today. I mean... we were talking about that author last week, the one who left all those margin notes in his early drafts, right? And I just... I don't know, it’s so rare for me to find someone who actually gets what I’m talking about. I sort of feel like I don't have anyone else to share this stuff with, if that makes sense. So... uhhh... I was just thinking, maybe, if you had some free time this weekend, we could grab a coffee and talk about the book? Just as friends, I mean. I hope I'm not being weird or reading into things too much, but... I guess I just thought it would be really nice to talk outside of this room for once. Is that... I mean, would you be open to that?"
Module 4: Meeting AJ
Client Profile
Assignment Description
You are stepping into your first session with AJ, a 34-year-old warehouse logistics supervisor who has been mandated to attend counseling despite successfully maintaining his sobriety for 14 months. AJ is exhausted from working double shifts, highly resentful of being forced into therapy, and currently views you as nothing more than an extension of his probation officer. Your primary objective in this interaction is to reflect his frustration with respect and compassion, while clearly explaining the limits of confidentiality so he understands exactly what is and isn't shared with the legal system.
Opening Message
"Alright... let's be real here... I'm just here for the signature so I don't get violated... I work 60 hours a week on the floor, I got bills to pay, and I’ve been clean for 14 damn months. So... like... sitting here jumping through the state's hoops just feels like bullshit, right? I mean... listen... Before you start asking me a bunch of deep questions, I need a straight answer. Is all of this going straight to my PO? Because... like... if every word I say in here gets typed up and sent back to the court, then we don't really have anything to talk about. I handle my own business, and I don't need my head examined. So... what exactly are you reporting back to them?"
Module 5: Bartering with Maria
Client Profile
Assignment Description
Maria is a 24-year-old client who has benefited from your work together but cannot continue paying due to reduced working hours. She is attempting to barter for services using questioning and boundary setting. Respond to Maria and inform her about the ethical guideline guiding your response to her request.
Opening Message
""I... I’ve been sitting here trying to figure out how to say this. Look, I value coming here, I really do. But I’m struggling so much right now. Every time I think about the co-pay or the bill, I get this knot in my stomach that makes it hard to even focus on what we’re talking about. I was wondering... if we could find another way? I’d like to know if I can pay you, not really with money, but if I could serve you somehow. Maybe I could clean your office every week? Or even your house, if you need it? I’m very thorough, I promise. It’s just... everything is so complicated now and, well, 'money' isn't just money anymore. It’s a stronger word. It’s a weight. Could we just... do that instead?""
Module 6: Duty to Warn with Derek?
Client Profile
Assignment Description
This is Derek. He is a client in your agency who has a history of difficult relationships. In this video, he shares plans to potentially cause harm to another person. Using the clinical skills of empathy and reflection of meaning, respond to Derek in this moment.
Opening Message
"Look, I’ve stopped waiting for the universe to fix things. You know I believe in karma—that when people do bad things, bad things happen to them. Well, I’ve decided I’m the one who has to help karma along. My former partner... the one who's laughing all the way to the bank while I can't even afford my rent? They think they’ve won. They think the 'price of real estate' justifies what they did to me. But I’m on a road now to making sure they’re as miserable for the rest of their life as I am. Actually, I know their schedule. I know exactly where they’ll be standing at 5:00 PM today, bragging about that new development on 4th Street. If a 'bad thing' happens to them there... well, we’ll let history decide who’s right and wrong. I’m tired of talking, honestly. I’ve got my car gassed up and I’m ready to make sure the scales are finally balanced. It’s just... it's time, don't you think?"
Module 7: Scope of Practice
Client Profile
Assignment Description
Neha is a 22-year-old client in your private practice. She has heard from several of her friends how much EMDR has been helpful to them. She wants to try this clinical approach with you and your sessions together. You are not a trained EMDR therapist. Using the clinical skills summarizing, how do you respond to Neha?
Opening Message
"Wait, you're saying you don't do EMDR? But... are you sure you can't just, like, look into it? I mean, my friend Priya said the eye movement thing stopped her nightmares in three weeks, and I just really need to sleep. I can't start over with a stranger. It took me six months of lying to my parents about where I am on Tuesdays just to feel safe enough to tell you about the assault. If I have to explain my family, and what happened, all over again to someone completely new... I literally just won't do it. I'll stop coming. We already have a connection. You know everything. Why can't we just try it together?"
Student Learning Outcomes (SLOs)
By the end of this course and its accompanying simulations, students will be able to:
Communicate the limits of confidentiality clearly and effectively to diverse populations, including minors and mandated clients.
Recognize and ethically navigate requests for dual relationships and bartering without damaging the therapeutic alliance.
Identify the threshold for "Duty to Warn" and demonstrate the communication skills necessary to assess imminent danger.
Articulate personal limits of competence and successfully execute ethical referrals for clients requiring specialized care.