Fall 2022 - EDUC 423 D300

Helping Relationships (4)

Class Number: 6428

Delivery Method: In Person


  • Course Times + Location:

    Sep 7 – Dec 6, 2022: Fri, 12:30–4:20 p.m.

  • Prerequisites:

    Or corequisite: EDUC 323.



Introduction to the rationale for and the practice of basic counselling skills. Emphasis on the development of counselling skills as a means of establishing effective helping relationships in educational settings.


The purpose of this course is to train students in basic, help-intended counselling and interviewing skills, and to increase student competence in empathic listening and responding for the purposes of facilitating client self-awareness and self-exploration. Students will be introduced to theory and practice of the conditions for change in counselling, as well as the primary and advanced empathy stages.  Social and cultural issues will be discussed to increase student sensitivity to contextual factors influencing the dynamics of helping interviews. Further, ethical issues pertinent to professional helping relationships, such as confidentiality, power differentials, counsellor bias, dual relationships, and counsellor expertise will be discussed.


  1. To acquire accurate empathic responding skills and communicate to the interviewee the helper's empathic understanding of the interviewee’s feelings and intended meanings.
  2. To consistently demonstrate qualities of respect, empathy, and genuineness while interacting with others.
  3. To demonstrate the ability to observe others accurately without distorting the meaning of non-verbal cues.
  4. To demonstrate the ability to listen actively, which includes checking with others to gain understanding of the content and intended meanings of their messages.
  5. To demonstrate the ability to use basic and advanced counselling skills appropriately.
  6. To demonstrate the ability to temporarily suspend personal values, beliefs, judgments, emotions and premature advice when in the process of listening to, and showing understanding of, others.
  7. To demonstrate the ability to be aware of self and others simultaneously, without losing track of the boundary between self and others.
  8. To demonstrate knowledge of a philosophy of helping.
  9. To demonstrate the ability to give and receive feedback non-defensively.
  10. To learn and demonstrate professional and ethical conduct in class and during interviewing activities and feedback sessions with fellow students and the course instructor.


  • A1:Video Recording and Transcriation 15%
  • A2: Video Recording and Transcriation 30%
  • A3: Video Recording and Transcriation 40%
  • Class Participation 15%


For evaluation purposes, students will submit three video recorded helping sessions (minimum 45 minutes in duration each).  For each of these three video recorded sessions, the student will select what they considers to be the best segment of each video (5 minutes for A1; 8 mins for A2; 10 min for A3), transcribe the segment verbatim, submit the transcription along with the video-recording, alternate responses (A2 & A3 only), and complete a self-evaluation (see course schedule and in-class instructions).  The last video recording (A3) will be submitted with a transcript and will be returned after the end of the course with brief feedback and a grade.


APA style (7th edition) is required and awarded points in all written assignments. 



Shebib, B. (2017). Choices: Interviewing and counselling skills for Canadians. Toronto: Pearson


American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html