COURSE OUTLINE

Course Title Communication and Counselling skills in everyday life

Course Code SOWK1012A No. of Credits 6

Department SWSA Faculty FOSS

Pre-requisites Course Code Co-requisites Course Code

N/A N/A

Course Coordinator(s) Dr Paul W.C. Wong

Email paulw@hku.hk Telephone No. 3917 5029

Other Course Teacher(s)/Tutor(s) Ms Hallie Chan (Email: halliec@hku.hk; Phone: 39175027)

Ms Chee Yan Lee (Email: cheeyan@hku.hk)
Venue and Lecture time Monday 2.30pm-5.20pm in CPD 3.28

Lecture and in-class exercises: 33 hours

Learning Hours
Reading and self-study: 24 hours

Student Quota 120

Course Type þCore Course Compulsory Elective Other

Offer in Academic Year þ1st Semester 2nd Semester Summer Year Long
Other

COURSE DESCRIPTION

“No man is an island”

– John Donne

Human beings are social animals. It is our natural behaviour to communicate with others. Good communication skills, however,
are learnt skills and not innate. Good counselling skills are advanced communication techniques. This course is an introduction
to the basic communication and counselling skills required for establishing close and helpful relationship with others. This course
adopts Intentional Interviewing as the core approach. Students will be introduced to concepts like non-judgment, genuineness,
self-perception, and self-efficacy, as well as skills like Socratic questioning, confrontation, and self-awareness needed for helpful
interviewing and counselling and they can be applied in everyday life. This course aims to assist students to identify their
personal areas of strength and weakness in order to allow them to become effective listeners and communicators, not only as
a potential counsellor, but also in everyday life. More importantly, this course adopts a person-centred directive method of
communication for enhancing intrinsic motivation to change by exploring and
resolving ambivalence for self and others.

COURSE OBJECTIVES

1. To identify personal styles and strengths in communication;

2. To conduct a full interview using active listening skills;
3. To master a basic structure of the interview session that can be applied to many different counselling
theories, e.g., cognitive-behavioural interventions;
4. To engage in the basics of influencing skills and strategies in counselling;
5. To conduct a basic motivational interviewing session; and
6. To integrate multicultural issues into communication and counselling practice.
GUIDELINES ON GRADING AND STANDARDS OF ASSESSMENT

Application Exercises (AT1)

Each application exercise will be given a grade according to the rubric below (4 exercises in total), which will count towards the 12% of the overall mark for the course.
Grade
3 Completes application exercises drawing from the material taught in the course, further research, and incorporating the students’ own experiences.
2 Completes application exercises drawing from the material delivered in-class and in the textbook.
1 Completes the application exercises but cites no supporting information.
0 Fails to complete the application exercises satisfactorily.

Video production + Final report (AT2)

Grade Application (40%), Analysis (25%), Personal Insight and Evaluation (25%), Synthesis (10%)
The student draws specific examples from their interviews to clearly illustrate their deep understanding of the concepts / theories / frameworks from the
A+ course, drawing on a wide range of authoritative sources.
The student is able to utilise the theories / concepts / frameworks to critically analyse the examples provided from multiple perspectives.
A
The student is able to extrapolate from their own experience to develop some meaningful personal insight which flows logically from their own evaluation of the
A- interviews.
The student’s presentation of ideas is very clear, logical, and coherent using correct referencing throughout.
The student draws examples from their interviews to illustrate their understanding of the concepts / theories / frameworks from the course, drawing on a range of
B+ authoritative sources.
The student is able to utilise the theories / concepts / frameworks to analyse the examples provided from multiple perspectives.
B
The student is able to extrapolate from their own experience to develop some personal insight which flows from their own evaluation of the interviews.
B- The student’s presentation of ideas is clear, logical, and coherent, with occasional non-intrusive errors, and the student uses referencing throughout, with occasional
minor errors in style.
C+ The student draws from their interviews to illustrate their understanding of the concepts / theories / frameworks from the course, citing their references.
The student is able to utilise some theories / concepts / frameworks to analyse the examples provided.
C
The student is able to extrapolate from their own experience to develop some personal insight.
C- The student’s presentation of ideas is mostly clear, logical, and coherent, with occasional errors, and the student mostly uses correct referencing, with some errors.
The student makes some reference to the concepts / theories / frameworks from the course material, but does not demonstrate a clear understanding.
D+ The student makes some attempt to analyse the examples provided, but the analysis is insufficiently detailed or logical.
The student relates their evaluation to their own experience, but with little personal insight.
D The student’s presentation of somewhat clear, logical, and coherent, albeit with occasional lapses; referencing is attempted where necessary, but with significant errors
in style.
The student fails to apply the concepts / theories / frameworks from the course in their writing.
The student provides no analysis of the material that is presented.
F
The student fails to relate their analysis to their own experience.
The student’s presentation is unclear, illogical, or incoherent and references are frequently absent.

Reflective Journal (AT3)

Grade Knowledge and Understanding (30%), Personal Insight (40%), Synthesis of Ideas(20%), Logical Presentation (10%)
The student clearly demonstrates a high degree of knowledge and understanding of some of the key concepts/theories/frameworks from the course and is able to
A+ integrate them seamlessly into their reflection.
The student is able to undertake a deep level of personal introspection through their reflection, and generate meaningful personal insight as a result.
A
The student conducts a complete reflective cycle, integrating both their understanding of the material, and their personal insight to generate a strong synthesis of
A- ideas and extrapolate on the impact of this understanding on their future thinking or behaviour.
The student’s presentation of ideas is very clear, logical, and coherent using correct referencing throughout.
B+ The student demonstrates a clear of knowledge and understanding of some of the key concepts/theories/frameworks from the course and is able to integrate them into
 B their reflection.
B- The student is able to undertake a personal introspection through their reflection, and generate personal insight as a result.
The student conducts a reflective cycle, with some minor gaps, integrating both their understanding of the material, and their personal insight to generate a synthesis of
ideas and extrapolate on the impact of this understanding on their future thinking or behaviour.
The student’s presentation of ideas is clear, logical, and coherent, with occasional non-intrusive errors, and the student uses referencing throughout, with occasional minor
errors in style.
The student demonstrates some knowledge and understanding of some of the key concepts/theories/frameworks from the course and is mostly able to integrate them into
C+ their reflection.
The student is able to undertake some level of personal introspection through their reflection, and generate personal insight as a result.
C
The student attempts a complete reflective cycle, albeit with some minor omissions, integrating some understanding of the material, and personal insight coherently and
C- linking this to their future thinking or behaviour.
The student’s presentation of ideas is mostly clear, logical, and coherent, with occasional errors, and the student mostly uses correct referencing, with some errors.
The student includes some mention of the key concepts/theories/frameworks from the course but does not clearly demonstrate their understanding.
The student gives some account of their personal experience, but it is either not related to the reflection, or it is poorly integrated.
D+ The student does not complete a full reflective cycle in their writing; ideas are not well synthesised; and/or the impact on future thinking/behaviour is weakly tied to the
D reflection.
The student’s presentation of somewhat clear, logical, and coherent, albeit with occasional lapses; referencing is attempted where necessary, but with significant errors in
style.
The student demonstrates no knowledge and understanding of the key concepts/theories/frameworks.
The student demonstrates no personal introspection through their reflection, and generate no personal insight as a result.
F
The student fails to conduct a complete reflective cycle, and does not suggest any impact of their reflection on their future thinking or behaviour.
The student’s presentation is unclear, illogical, or incoherent and references are frequently absent.

Class Attendance and Participation (AT4)

Each class will be given a grade according to the rubric below, which will count towards the 12% of the overall mark for the course. Failure to attend any class will result in a 0 for that
session.
Grade
4 Attends lectures regularly. Participates actively in discussions and in-class exercises. Initiates sharing of own reflections and thoughts.
3 Attends lectures regularly. Limited sharing of reflections and participation in discussions and in-class exercises.
2 Attends lectures most of the time. Limited sharing of reflections and participation in discussions and in-class exercises.
1 Often absent from lectures. Participates without serious reflections & rarely or never engages in any discussions or in-class exercises.
0 Often absent from lectures. Neither shares any reflections or thoughts nor engages in discussions or in-class exercises.
COURSE CONTENT AND SCHEDULE
Course Content
1. Introduction to Interviewing and Counselling with multicultural competence and adopting the Positive Psychology
Wellness approach
2. Values and ethics in counselling
3. Attending behaviour, observation skills, and empathy
4. Questioning skills
5. Encouraging, paraphrasing, and summarising
6. Reflection of feelings
7. Focusing and empathic confrontation
8. Eliciting and reflecting meanings
9. Self-disclosure and feedback
10. Matching appropriate styles and skills in communication and counselling

Course Schedule **All Lecture notes will be posted onto Moodle on the day of the lecture or before.

Lecture Date Topic Readings Assessment

2023
1 4 Sep Values and Ethics Chapter 1
Introduction: Building Your Foundation
2 11 Sep Values and Ethics Chapter 2
Ethics and Multicultural Competence
Happiness and Wellbeing
Paths to Happiness: Connection
3 18 Sep Being Present Chapters 3 & 4 First Video: 29 Sep
Attending Behaviour and Observation Skills
In-class practice exercise
4 25 Sep Unearthing the Stories Chapter 5 Application Ex 1: 6 Oct
Questioning Skills
In-class practice exercise
2 Oct NO LECTURE (Public holiday the day following
National Day)
5 9 Oct The Art of Listening I Chapter 6
Active Listening Skills
16 Oct NO LECTURE (Reading week) Application Ex 2: 20 Oct

23 Oct NO LECTURE (Public holiday Chung Yeung Festival)

6 30 Oct The Art of Listening II Chapters 7 & 8 Application Ex 3: 3 Nov

Reflection of Feelings
Five-Stage Counselling Session
In-class practice exercise
7 6 Nov Influencing Changes I Chapters 9 & 10
Focusing
Empathic Confrontation
8 13 Nov Influencing Changes II Chapter 11 Application Ex 4: 17 Nov
Reflection of Meaning
Reframing
In-class practice exercise
9 20 Nov Influencing Changes III Chapter 12 Reflective Journal: 24 Nov
Self-disclosure and Feedback
Compassion
In-class practice exercise
10 27 Nov Putting it Altogether I Chapters 13 & Last video & Final
Last Counselling Theory and Practice 14 report: 1 Dec
lecture Integration of Theory and Practice
Personal Style

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COURSE LEARNING OUTCOMES
Aligned
Programme
Learning
Outcomes
On completion of this course, students will be able to:

CLO1 Understand the ethics, basic knowledge, attitude and skills in communication and counselling PLOs1,4&6
CLO2 Identify and critique their own basic communication style, identifying areas of strength and
PLO3
areas for development.
CLO3 Identify and demonstrate non-verbal behaviours and skills which indicate relationship
PLO5
attending.
CLO4 Provide effective and constructive feedback on the skills of their peers. PLO5
CLO5 Demonstrate appropriate use of information-giving and self-disclosure within the learning
environment. PLO5
CLO6 Integrate effective questioning into your unique personality style and report the reflections. PLOs3 &5
CLO7 Complete a conversation using active listening skills. PLO5

COURSE TEACHING AND LEARNING ACTIVITIES

Aligned Course
Learning
Outcomes
1. Lectures with interactive and small group discussions CLOs 1, 2 & 3
2. In-class exercises and outside class video production CLOs 2,3,4,5, 6 & 7
3. Reading and self-study CLO 1

COURSE ASSESSMENT METHODS

Aligned Course
Description Weight Learning
Outcomes
AT1. Application Exercises There will be application exercises given throughout
the semester to give you a chance to demonstrate 12% CLO1 & 3
your understanding of the course material. These may
take the form of an online discussion, mini essay, or
short reflective task. Details will be given during the
lecture and on Moodle the week prior and all tasks will
be submitted online.

Dates of exercises:
1st – 6 Oct, 18:00
2nd – 20 Oct, 18:00
3rd – 3 Nov, 18:00
4th – 17 Nov, 18:00

AT2. Video production + Final You will make two recorded interviews (at least 10
40% CLOs2,3,4,5 & 6
report minutes each); one at the beginning and one towards
the end of the course. You will be the interviewer and
conduct a session with a classmate as your
interviewee. You will need to submit a video recording
of the interview as well as all necessary documents
through Moodle. More information about this
assignment will be provided in class and on the course
Moodle site. The report should be submitted at the end
of the course through Turnitin@Moodle. If you are
interested to have comment on your draft, you are
most welcome to meet the teachers during class or by
appointments to further discuss the content.

Required materials:
- Signed consent form
- Video submission link
- Interview summary table
- Final Report document (Maximum 1,500 words)

Failure to submit any of these required elements

will result in a failure of this assessment.

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 First interview submission due date: Friday, 29
September 2023, 18:00
Second interview submission due date: Friday, 1
December 2023, 18:00

AT3. Reflective Journal You will need to submit a 1,500 word reflective journal
near the end of the course that describes the most 36% CLOs1 & 2
important things you have learnt from the course. You
are encouraged to apply and integrate the concepts
and knowledge you gained in a creative way; so please
take the chance to show us your originality, your
understanding of the course materials and how the
learning matters to you personally. Details of the
assessment, as well as how to do an academic
reflective assignment, will be posted on the Moodle
page. If you are interested to have comment on your
draft, you are most welcome to meet the teachers
during class or by appointment to further discuss the
content.

The reflective journal due date: Friday, 24

November 2023, 18:00

AT4. Class Attendance & As this course will be highly experiential with practice
Participation exercises during class, attendance at all sessions is 12% CLOs2,3,4,5 & 6
critical. Any absence will require either written
permission from the course lecturer in advance,
or documentary evidence (such as a medical
certificate).
During in-class practice exercises, students will form
groups of 3 (interviewer, interviewee, and observer)
to practice and conduct brief interviewing sessions
(10- 15mins per session) in turns. We will exchange
ideas and discuss with queries and new learning at
the end.

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 ESSENTIAL READINGS: (Journals, textbooks, website addresses etc.)
Recommended Course Textbook
Ivey, A. E., Ivey, M. B. & Zalaquett, C. P. (2023). Intentional Interviewing and Counselling, facilitating client development
in a multicultural society (10th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.

Note: You must purchase this textbook because many exercises are based on this workbook
Recommended References
o Corey, G. (2013). Theory and practice of counselling and psychotherapy (9th ed.). Australia; Belmont, CA:
Brooks/Cole / Cengage Learning.
o Duncan, B. L., Miller, S. D., Wampold, B. E., & Hubble, M. A. (2010). The heart and soul of change: Delivering
what works in therapy (2nd ed., pp 49-81; pp 83-111). Washington, DC: American Psychological Association.
o Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people to change. New York: The
Guilford Press.
o Murphy, B. C., & Dillon, C. (2015). Interviewing in action in a multicultural world (5th ed.). Stamford, USA. Cengage
Learning.
o Neukrug, E. (2016). The world of the counselor: An introduction to the counseling profession (5th ed.). Boston:
Cengage Learning.
o Nichols, M. P. (1995). The lost art of listening: How learning to listen can improve relationships. New York: The
Guilford Press.
o Yalom, I. D. (2003). The gift of therapy – An open letter to a new generation of 13. Updated as at June. 2018
therapist and their patients. New York: Harper Perennial. More will be introduced during the class.
MEANS/PROCESSES FOR STUDENT FEEDBACK ON COURSE
The SETL questionnaire is one of the ways HKU courses and teaching are evaluated. HKU places significant importance on
student learning and on the continuous enhancement of teaching and learning outcomes. Students will be invited to complete
this evaluation of their learning experiences at the conclusion of the course. Questionnaire items relate to the overall
evaluation of the course as well as an evaluation of teaching.
Students’ feedback on teaching and learning will also be encouraged through the Staff-Student Consultation Committee
meeting and the forum on Moodle.

COURSE POLICY (including plagiarism, academic honesty, attendance etc.)

Class Expectations
1. Expectations of Instructor
Students can expect the instructor to:
o Have a comprehensive knowledge of the course content and provide structure for sessions through clarifying
objectives, facilitating discussion, and providing linkages to preceding and subsequent content.
o Facilitate an open, respectful, and non-threatening environment that is conducive to exploring and understanding
the material.
o Facilitate student learning via lectures, discussions, exercises, small group activities, video s, and other mediums
as appropriate.
o Provide clear expectations and guidance for course assignments
o Grade all assignments in a timely manner and provide appropriate feedback
o Be available for consultation during office hours and by appointment as needed.
o Invite students to give feedback and suggestions throughout the duration of the course and, when appropriate,
modify the course to meet students’ learning needs

2. Expectations of Students
By enrolling in this course, students agree to:
o Come to class on time as much as you can
o Be prepared to actively participate
o Take responsibility for co-creating an open, respectful, and non-threatening environment that is conducive to
learning with the instructor by listening carefully, asking questions, and giving constructive feedback to others.
o Read/Watch all assigned readings/videos before the appropriate class period so we can expand on and clarify
these concepts during classes (from the experiences of teaching this course, those who came unprepared would
fall behind very much so as soon as in Week 4).
o Meet all responsibilities associated with assignments, and complete all assignments in a timely manner.
o Seek any necessary clarification regarding course expectations from the instructor(s).
o Provide the instructor(s) with feedback about the effectiveness of the course, both informally throughout the
semester and by completing the course evaluations (constructive feedback and suggestions are always
welcome, whether solicited or not).

Submission of Assignments
All assignments should be submitted on time. According to the Departmental regulations, late submission of assignment
will receive the following penalties:

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Penalty for late submission

Late for % of marks to be deducted

1 day 10%

2 day 20%

3 day 30%

4 day 40%

5 day 50%

6 day 60%

7 day 70%

More than 7 days No mark will be given

Academic Conduct
The University Regulations on academic dishonesty will be strictly enforced! Please check the University Statement on
plagiarism on the web: http://www.hku.hk/plaiarism/.

Academic dishonesty is behaviour in which a deliberately fraudulent misrepresentation is employed in an attempt to gain
undeserved intellectual credit, either for oneself or for another. It includes, but is not necessarily limited to, the following
types of cases:
a. Plagiarism - The representation of someone else's ideas as if they are one's own. Where the arguments, data,
designs, etc., of someone else are being used in a paper, report, oral presentation, or similar academic project, this
fact must be made explicitly clear by citing the appropriate references. The references must fully indicate the extent to
which any parts of the project are not one’s own work. Paraphrasing of someone else’s ideas is still using someone
else's ideas, and must be acknowledged.
b. Unauthorised Collaboration on Out-of-Class Projects - The representation of work as solely one's own when in fact it is
the result of a joint effort. Where a candidate for a degree or other award uses the work of another person or persons
without due acknowledgement.

Penalty:
1. The relevant Board of Examiners may impose a penalty in relation to the seriousness of the offence.
2. The relevant Board of Examiners may report the candidate to the Senate, where there is prima facie evidence of an
intention to deceive and where sanctions beyond those in (1) might be invoked.

ADDITIONAL COURSE INFORMATION

Confidentiality and Ethics Information (Important!) In this course, you are entering an experience that involves a fair amount
of role-playing and practice interviewing. Naturally, in the course of discussion, it is possible for a student colleague to say
something personally important and confidential. It is your duty to maintain confidentiality and trust. These same principles
hold when talking to your clients. Papers that do not disguise the nature of the individual with whom you are talking will not
be accepted. Papers that do not indicate that you have the permission of the client to turn in this paper, even though the
identity is disguised, will not be accepted. 11 Updated as at June. 2018 When videotaping a session with a role-playing or
real client, be sure you have permission on tape for that interview to proceed. If your client wishes, stop the tape at any
time. When you present a transcript, be sure that the identity of your client is disguised and that you have indicated in your
case notes or report that you have permission to use the material. FOR YOUR OWN CONSIDERATION IN YOUR OWN
ROLE PLAYS AS CLIENT: You have the right and personal responsibility to only share of yourself what you want to talk
about. All experiential exercises in this course are optional and you may stop participating in any experiential exercise you
wish at any time without penalty. At the same time, if you find yourself not wishing to engage in the exercises, you may
prefer to drop the course. This course, by its very nature, is experientially oriented. THIS IS A PROFESSIONAL AND
PREPROFESSIONAL COURSE. As such, we are working with practical material. We seek to regard you as developing
professionals. If you prefer primarily to "think about theory", this is not the course to take.

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