NAROPA UNIVERSITY

PSYS 606, section A

Graduate School of Psychology
Somatic Counseling Psychology Program
Counseling Relationships: Verbal and Non-Verbal Skills I
Fall Semester 2014 2.0 Credit Hours
Instructor:
Wendy Allen MA, LPC, BC-DMT
Ph: 303-245-4844
Email: wallen@naropa.edu
Office Hours: Fridays 12-3pm and by appointment.
Class Time/ Location:
Mondays from 9 11:20 am beginning August 25, 2014 and ending December 8, 2014.
Make up day, if needed, is December 11th, Paramita Campus in Virya.
Course Requirements:
Pre-requisite(s):
Somatic Counseling Psychology students only (Dance/Movement Therapy and
Body Psychotherapy) or instructors approval
Methods of Instruction:
The content of this course will be delivered through the following methods:
Lecture: 30%
Discussion: 20%
Skill Practice/Experientials: 50%
Course Description:
Introduction to the basic forms and practices of facilitating body and movement-centered
therapy and counseling sessions with individuals. Emphasis is on the stages of
counseling, basic counseling skills, attitudes and values of the counselor and the
importance of the counseling relationship. Skills covered include: facilitating a client
through the developmental stages of individual process; basic attendance; finding
unconscious associations; identifying and working with sensation and movement;
cultivation of empathic, compassionate, non-judgmental states; and sensitivity to and
methods for working with diverse populations. Methods of instruction include in-class
role playing with supervision, relevant readings, reflection papers, and a final exam
which integrates the students learning.
Supplemental Course Description:
Using direct experiences to develop basic clinical counseling skills, students will also
practice working with resistance, emotional arousal, and therapeutic
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transference/countertransference. This course requires both a personal and academic

involvement on the part of the student, since it deals with understanding oneself as well
as learning about the counseling process and acquiring basic counseling skills.
Course Goals and Learning Outcomes:
Student Learning Outcome 1: Students will be able to articulate the historical and
theoretical bases of dance/movement therapy, body psychotherapy and
counseling/psychotherapy.
Students will be able to name and describe the stages of somatic
counseling skills.
Students will be able to recognize and explain topics relevant to basic
counseling theory such as transference/ countertransference, relational
issues, and diversity issues.
Student Learning Outcome 2: Students will develop and demonstrate the essential
therapeutic skills of paying attention, intuition, honesty, compassion and commitment to
be of service.
Students will be able to define the clinical skills of a dance/movement
therapist or body psychotherapist and be able to apply them in an
individual session format.
Students will demonstrate basic attentional skills (oscillating, listening,
reflecting, etc.) through in-class experientials and role playing and
successful completion of Reflection Papers and Warriors Exam.
Students will demonstrate basic states of empathy, compassion, and nonaggression. Measured by in-class role playing and successful completion
of Reflection Papers and Warriors Exam.
Student Learning Outcome 3: In working with clients, students will develop
appropriate interventions from a counseling, dance/movement therapy and/or body
psychotherapy perspective.
Students will be able to apply interventions in an individual session
format.
Students will demonstrate basic facilitation skills (helping client to focus
and attend, finding unconscious associations, identifying and working with
sensation and movement, entering and relieving symptoms, selfappreciation, and effective action) through in-class experientials and role
playing and successful completion of Reflection Papers and Warriors
Exam.
Student Learning Outcome 4: Students will learn and manifest the standards of ethical
and professional practice for the fields of counseling and either dance/movement therapy
or body psychotherapy.
Students will be able to accept and integrate supervision,
and self-supervise to improve their skills and correct errors.
Students will develop an initial capacity to receive feedback and
supervision demonstrated through integration of material into in-class role
playing, Reflection Papers, and successful completion of the Warriors
Exam.

Student Learning Outcome 5: Students will possess a basic understanding of, and
ability to practice multicultural counseling skills, as well as skills with clients of
difference including but not limited to: class, race, gender, religion, ethnicity, political
affiliation, ability, age, sexual orientation, and gender expression.
Students will examine their own views and biases about different cultures,
populations, and orientations. Measured by participation in classroom
discussion and experientials and successful completion of Reflection
Papers.
Students will explore the issues of cultural sensitivity in the therapeutic
relationship. Demonstrated by in-class discussion and experientials and
integration of relevant experiences from service learning placements.
Student Learning Outcome 6: Students will report that they are moving toward moment
to moment embodiment of their experiences, which includes feeling
sensations, awareness of emotions and fully occupying the body. Students will
demonstrate through their clinical work the ability to use a contemplative awareness and
compassion in dance/movement therapy and/or body psychotherapy.
Demonstrated through papers and in-class discussion.
Demonstrated through sessions in and outside of class, papers, and
Warriors Exam.
Accommodations for Disabilities:
Naropa University will provide accommodations for qualified students with disabilities.
To request an accommodation, or to discuss any learning needs you may have, contact the
Disability Services Coordinator, Jackie Chavarria. Her office is located in the Student
Affairs Department in the Administration Building on the Arapahoe Campus. You may
contact her at 303.245.4749 or email: jchavarria@naropa.edu.
Other Needs: If you have any other needs that may require accommodations (special
arrangements) or if you will miss a class because of a religious holiday, please contact the
instructor by the third week of class.
Professional Decorum:
The Somatic Counseling Psychology Masters Program is a professional training program.
Therefore, not only do students need to demonstrate academic understanding of the
course material, they are also expected to demonstrate the maturity, decorum, and
appropriate conduct expected of practitioners in the field of professional helping. To this
end students are requested to review the principles of professional behavior listed under
General Policies: Professional Decorum in the MASCP Student Handbook.
Graduate School of Psychology Licensure Statement:
Please note that the licensure requirements of state boards and licensing agencies vary
from state to state and change over time. Consequently, successful completion of degree
requirements does not guarantee that a state board or licensing agency will accept a
graduates application for licensure. It is important that learners are aware of their
responsibilities regarding licensure and certification. Advisors are available to discuss
professional and career matters with learners and graduates.
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Required Text Books and Readings:

TEXTS:
Caldwell, C. (1997). Getting in touch: The guide to new body-centered therapies.
Wheaton, IL: Theosophical Publishing House.
Caldwell, C. (1996). Getting our bodies back: Recovery, healing, and
transformation through body-centered psychotherapy. Boston, MA:
Shambhala.
Cormier, S. & Hackney, H. (2008). Counseling strategies and interventions (7th
edition). Boston, MA: Allyn & Bacon.
Cornell, A. (2014). Focusing in clinical practice: The essence of change. New York:
W.W. Norton
Jones Thomas, A., & Schwarzbaum. (2011). Culture and identity: Lifestories for
counselors and therapists. NY: Sage.
Martin, D. (2000). Counseling and therapy skills (2nd edition). Prospect Heights,
IL: Waveland Press, Inc.
REQUIRED ARTICLES on EReserves (ELearning):
You can access the online sourcebook directly through the ELearning platform for this
class. Weekly downloadable readings are located in the Online Sourcebook Tab and links
to internet sources are located in the Web Resources tab. It is the expectation that students
will check both tabs weekly to access assigned readings.
Adler, J. (1987). Who is the witness? A description of authentic movement. In P.
Pallaro (Ed.), Authentic movement (pp. 141-159). Philadelphia, PA:
Jessica Kingsley Publishers.
Dass, R. & Gorman, P. (1995). How can I help? Stories and reflections on
service. New York, NY: Alfred A. Knopf.
Davis, M., Eshelman, E., McKay, M. (1988). The relaxation and stress reduction
workbook. Oakland, CA: New Harbinger Publishers.
Gilligan, S. (2001). Getting to the core. Networker, Jan/ Feb, 22-30.
Hall, R. & Pope, T. (1982). Awareness as healing. In T. Deline & J. Smolove
(Eds.), Holistic medicine: Harmony of body, mind, &spirit (pp. xx-xx).
Reston, VA: Reston Publishing Co., Prentice Hall.
Hayes, S. & Smith, S. (2005). Get out of your mind and into your life: The new
acceptance and commitment therapy. Oakland, CA: New Harbinger
Publications.
Lebow, J. (1999). 7 principles of performance enhancement. Networker, Jan/Feb,
32-33.
Meier, S. & Davis, S. (2008). The elements of counseling. (6th ed.). Belmont, CA:
Thomson Brooks/ Cole.
Neukrug, E. & Schwitzer, A. (2006). Skills and tools for todays counselors and
psychotherapists. Belmont, CA: Thomson Brooks/ Cole.
Podvoll, E. (1983). Uncovering a patients history of sanity. In Awakening the
heart : East/west approaches to psychotherapy and the healing
relationship (pp. 183-191). Boston, MA: Shambhala.

Simpkinson, C. & Rosenberg, K. (1991). Intuition in the real world. Common

Boundary, Jan/ Feb, 37-39.
Speeth, K. (1982). On psychotherapeutic attention. Journal of Transpersonal
Psychology, vol 14/ No 2, 141-159.
Recommended Books:
Castonguay, L.G. & Beutler, L.E. (2006). Principles of therapeutic change that work.
NY: Oxford Press.
Conger, J. (1994). The body in recovery. Berkeley, CA: Frog , Ltd.
Neukrug, E.S. & Schwitzer, A.M. (2006). Skills and tools for todays counselors
and psychotherapists. Belmont, CA: Thomson Brooks/ Cole.
Small, J. (1989). Becoming naturally therapeutic: A return to the true essence of
helping. New York, NY: Bantam Books.
Course Requirements:
1. Attendance Attendance will be taken at the beginning of each class. Coming in after
attendance is taken is considered a tardy. Three tardies equals one unexcused absence.
More than one unexcused absence will lower your grade (minus 15 points each instance).
If you observe a spiritual or religious holiday that falls on a day when class is scheduled,
you will receive an excused absence if you inform the instructor by the third week of
class. Students are responsible for all material covered in the course, regardless of
absences.
2. Participation - Evidenced by involvement in experiential exercises, engagement in
class discussions, and contribution of relevant and/or original thinking. Completion of
reading assignments will be evidenced by active participation in discussions; i.e. asking
questions, drawing connections, disagreeing, critical thinking, etc. All relevant reading
assignments must be read prior to coming to class. Please see participation rubric in
Student Handbook.
3. Skill Building (95 points) - The ability to assimilate appropriate skills and demonstrate
them consistently. An in-class demonstration of skills in a small group format, called The
Warriors Exam, will evaluate these skills. It is held during the last two classes and is
evaluated by yourself, your peers, and your instructors. In the approximately 15 minute
exam, you are expected to use the skills you have developed over the course of the
semester to facilitate a peer in his/ her experience. Following this process there will be
feedback from peers and instructors, as well as an opportunity for self-reflection and
supervision. See the handout in E Reserves for more detail about the Warriors Exam.
4. Two reflection papers (#1= 45 points, #2= 65 points; Total = 110 points) - Integrating
class concepts with skills exercises and readings. Personal reflections, learnings,
challenges and questions about topic presented in assignment. 2 to 3 pages (except where
noted). It will be crucial to integrate readings into these papers. Papers should be
thoroughly edited for grammar, clarity, and organization, and will be graded down if this
is lacking. One of the primary goals of these papers is to learn to self-reflect in a

scholarly manner. All reflection papers are due the day they are listed in the syllabus
see the Course Content section for specific due dates (weeks 5 and 8).
5. Self Evaluation (95 points) Due on Week 11, this paper will be an opportunity to
evaluate your skill-building across the semester. It is important that it be detailed,
descriptive, and include in-class examples. It will cover your strengths and challenges, as
well as strategies for your continued clinical growth. The paper will be handed back to
you the following week, with instructor feedback and evaluation on both your skills in
self-evaluation and your developing clinical skills. Please see the Course Content Section
for details of this assignment.
Submission of papers online: All of your written assignments are to be submitted
electronically. Please follow the format below when submitting papers electronically:
The name of the file should be: your last name, CRI, assignment name, Fall 2014
(example: Allen_CRI_ReflectI_Fall 2014)
Submit it to wallen@naropa.edu. I will send you a confirming email that says Got
it!. If you do not receive this email within 24 hours of sending your paper, please
contact me to assure that I have received your paper.
The file should be in a Word format (doc or docx). DO NOT SEND PDFs.
Grading:
1. Graduate level writing, style, and thinking are expected in all work. Questions
about what constitutes graduate level writing or style are to be directed to
either the Publication Manual of the American Psychological Association
(2009, 6th Edition) or to A Writers Reference by Diana Hacker (1998). If you
need individual support around graduate writing style and standards, you can
contact the Naropa Writing Center at 303.245.4606. Work that is not graduate
level will not be accepted and will be returned to you for revisions. Revised
work will be considered late.
2. Assignments must be turned in by the end of class on the date due unless prior
arrangements have been made with the instructor and a plan has been
established to compensate for the delay. Exceptions to due dates are only
granted in cases of emergency, and are at the discretion of the instructor.
Otherwise, late assignments will be marked down one point each day they are
late.
3. A = 300 - 286 points
A- = 285 - 271 points
B+ = 270 - 256 points
B = 255 - 241 points
B- = 240 - 226 points
Less than 225 points = not passing
Please see Rubric in Student Handbook for detailed criteria.

The Elements of an Excellent Reflection Paper

Following the instructions in the syllabus carefully (this is the

single best predictor of an excellent paper).
Editing your work thoroughly always read through the paper a
few times after writing it, just looking for ways to improve
grammar, sentence structure, etc., so that you can be more
easily and thoroughly understood (this is the second best
predictor). Dont assume that your way of expressing ideas to
yourself is necessarily understandable to others.
Avoiding sweeping generalizations about yourself, others, or the
world, and instead notice small details of actual clinical practice
experiences, and get curious about them in a way that
challenges possible blind spots or bad habits. Curiosity is vastly
more important and useful than surety.
Being able to write about your biases, blind spots, and errors
without getting critical or dramatic. They are not indictments, but
means by which you can focus your curiosity and interest and
get underneath superficial ideas about your work.
The paper stays focused on your professional development, and
only uses personal observations as examples of the professional
development issues.
Always, always, always include a discussion of the relevant
readings, and make sure to include a Reference Section for those
readings, along with in-text citations.

- COURSE OUTLINE Please have readings and papers completed by the day they are listed.
Week 1: August 25
Introduction: Review Syllabus; Course overview and requirements
Topic: Introduction
Agreements
What is psychotherapy?
What are skills?
Attitudes and characteristics of the effective counselor
Essential elements of therapy
Healing and learning as taking place outside of comfort zone
Defining our orientation
Required Readings:
Caldwell Defining Embodiment (E)
Moving Cycle Handouts (E)
September 1 Labor Day Holiday no classes
Week 2: September 8
Topic: On Helping, Stages of Counseling, and Basic Skills
Explaining the counseling process The Moving Cycle
What is health? Illness?
Top down and bottom up processing
Blending verbal and non-verbal experiencing
Creating a climate of safety (rapport, trust-building, positive regard)
What is helpful?
Attention and sensate focus as the backbone of counseling (what you pay
attention to will grow)
Required Readings:
Dass Whos Helping? (E)
Neukrug & Schwitzer The Stages of the Counseling Relationship (E)
Caldwell Getting in touch: The guide to new body centered therapies, CH. 7: The
Moving Cycle
Week 3: September 15
Topic: Therapeutic Attention & Listening
Basic attentional skills (oscillation)
Attentional Patterns and Wounds
Learning to distinguish between description and interpretation
Identifying the difference between intuition & projection
Therapist as subjective witness
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 Establishing the therapeutic relationship, verbally & non-verbally

Required Readings:
Attention Handouts (E)
Adler - "Who Is the Witness?" (E)
Speeth - "On Psychotherapeutic Attention" (E)
Meier & Davis Counselor, Know Thyself (E)
Recommended Readings:
Martin Counseling & therapy skills, CH 2: Learning to Hear & CH. 5: The Basic
Principle: The Client is the Problem Solver
Corimer & Hackney Counseling strategies and interventions, CH. 2: The
Counseling Relationship & CH. 3: Attending to Clients
Week 4: September 22
SET UP WORKING GROUPS
Topic: Symptom/Problem Identification
Focusing Techniques & Practices
Beginning a session the first questions, observations, and interventions
Open and closed questions
Structured and free association in sensate focus
Required Readings:
Focusing Handouts (E)
Cornell - The Power of Focusing - yes, the whole thing
Helping a Client Track Sensations handout (E)
Getting Ready for Reflection Paper II: Over the next 5 weeks you are responsible for
meeting with your working group (working group = 2 to 3 members from class). Each
person in the group will be responsible for scheduling a practice Focusing session with
someone from outside of class. This person should NOT be a roommate, partner, friend,
spouse, etc. You may either do the session with the other member(s) of your group
present as witness(es) or you may video the session to share with your group at a
different time. If you choose to use Naropas video equipment, please read the Video Lab
Protocol attached at the end of the syllabus. BE SURE THAT YOUR PRACTICE CLIENT
SIGNS A RELEASE FORM. Each member of the group should facilitate a session and
witness the other sessions. Your paper should include details about your work as well as
reflections on feedback from your group. See Reflection II below for further details
Week 5: September 29
Topic: Responding Skills
5 counseling interventions
Evoking unconscious associations
Finding and supporting the movement sequence
Prose, poetry, haiku
Required Readings:
Simpkinson & Rosenberg "Intuition in the Real World" (E)
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Pope & Hall - "Awareness as Healing" (E)

Caldwell Getting our bodies back, Introduction & CH. 1: Its All in Your Body
Reflection Paper I due today: Discuss your nascent understanding of your patterns of
attention, and how they influence what you do and dont give attention to. What are
your ideas about how your attentional preferences/ wounds might impact a session?
Using a specific exercise from class, discuss your patterns of attention to verbal and
non-verbal material. What elements grabbed your attention, and what elements, after
the fact, do you think you missed? Discuss how Adler and Speeth might advise about
working with your attentional patterns in a session. What kind of neuroscience
explanation could you give a potential client about the benefits of mastering ones
attentional muscles? (Hint: you may want to check out Chapters 5, 6, & 7 in Pocket
Guide to Interpersonal Neurobiology)

Week 6: October 6
Topic: Facilitating Deepening and Ownership
Movement Tags/ micro-movements
Reflective listening vs. interpretation
Basic recognition of countertransference (reaction vs. response)
Five basic counseling intentions
Required Readings:
Caldwell Getting our bodies back, CH. 2: The Bodys Role in Addiction & CH.3:
Body Patterns in Addiction & CH. 7: Recovery in Relationships
Martin - Counseling & therapy skills, CH. 3: Finding the Words
Week 7: October 13
Topic: Working Stage Skills
Identifying resources/ resiliencies
Entering and relieving the symptom
The breathing, expressing and sensing triangle
Required Readings:
Podvoll - "Uncovering the Patient's History of Sanity" (E)
Gilligan - "Getting to the Core: Mastering Art of Therapeutic Connection" (E)
Week 8: October 20
Topic: Working Stage Skills cont.
Directive/Non-Directive styles of facilitation
Involved/Non-Involved styles of facilitation
Facing/Spacing/Pacing
Required Readings and Assignments:
Martin - Counseling & therapy skills, CH. 4: Confronting Experience
Corimer & Hackney Counseling strategies and interventions, CH. 6: Responding to
Cognitive Content & CH. 7: Responding to Affective Content
Reflection Paper II (due today):

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Describe your outside session with your practice client using the Focusing Technique,
taking a paragraph to just outline the events of the session. Then, what worked, and
what didnt? What was your clients feedback, and how did it compare to your
experience and expectations? What would you want to try differently and why? How
did the session follow or not follow the book? How did you explain the reasons and
possible benefits of SP/BP/DMT/Focusing, and what were the strengths and
weaknesses of these explanations to your practice client? Make sure to include the
feedback you got from your working group. Paper must be turned in with signed
release form in order to count.
Week 9: October 27
Topic: Working Stage Skills cont.
Working with defense structure & resistance
Giving feedback
Learning Progressive Relaxation
Working with Identity in the Therapeutic Relationship
Required Readings:
Thomas & Schwarzbaum - Culture and Identity, CH 1: Intro, CH 15: Sexual
Orientation, & CH 16: Disability
Davis, Eshelman, & McKay - The relaxation and stress reduction
workbook, CH 4: Progressive Relaxation (E)
Week 10: November 3
Topic: Appreciation Phase
Upper limits issues
Tolerating positive states
Working with the internalized critic
Working with difference in the therapeutic relationship
Required Readings:
Thomas & Schwarzbaum - Culture and Identity, CH 2, 3, 4, & 5: Race/Ethnicity
Week 11: November 10
Topic: Appreciation and Action Phase
Attunement and deliberate misattunement
Accessing compassion and empathy
Required Readings and Assignments:
Caldwell Getting our bodies back, CH. 4: The Moving Cycle
Hayes & Smith Letting Go (E)
SELF- EVAL (due today): Skills Self-Evaluation (see last page of syllabus for
assignment details)
Week 12: November 17
Topic: Completing a Session
Characteristics of the Action Phase

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Practicing new movement sequences, speech, and other actions in practical

applications, such as breathing practices
Creating an action plan/ homeplay
Grounding and orienting a client
Required Readings:
Davis, Eshelman, & McKay - The relaxation and stress reduction
workbook, CH 3: Breathing (E)
Martin - Counseling & therapy skills, CH. 13: Beginning and Ending
Week 13: November 24
Topic: Psychoeducation with clients
How to explain what you do
How to educate clients about therapys activities and possible benefits
Required Readings: Handouts, TBA
Week 14: December 1
Warriors (Final) Exam, Part I
Required Readings: Warriors Exam, below
Week 15: December 8
Warriors (Final) Exam, Part II
Required Readings: Warriors Exam, below
Make Up/Snow day December 11. Do not leave town before this day.
NOTE: This course outline is flexible and may change as is deemed necessary or
appropriate by the instructor, or as other relevant information and opportunities
arise.

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WARRIORS EXAM
Description: To demonstrate ones theoretical and clinical knowledge of somatic
counseling skills on the spot, in a supportive and challenging environment of ones
teachers and classmates. Also to demonstrate support, reflection, space, nurturance and
challenge to ones peers by asking good questions and assisting with each others exams.
Procedure:
1) First, we will form 2 circles of students, each with an instructor. In the center of
the circle will be 2 seats. There will be 2 bowls: each holds the name of the
students in that circle.
2) The instructor will draw a name from the 1st bowl, signifying the 1st facilitator.
The facilitator will draw a name from the 2nd bowl, signifying their mover.
3) The facilitator and mover go to the center of the circle and the facilitator will
spend the next 15 minutes demonstrating the Awareness Phase and the transition
into Owning. The facilitator will end the session when it is felt that it is complete,
or when time is up.
4) The facilitator will then, in a non-judgmental manner, take five minutes to assess
his/her strengths and challenges in that demonstration, and offer some ideas about
other experiments that could be tried. The rest of the members of the circle may
also ask questions of the facilitator about the demonstration and about general
clinical knowledge during this time.
5) Each member of the circle, including the facilitator & the mover, will then write
down feedback for this facilitator. The feedback should address skill level, ability
to fearlessly assess ones strengths & challenges, & the ability to articulate
general knowledge. The instructor will collect the feedback, & the next persons
name will be drawn from the bowl. The procedure will be repeated until all
members of the circle have been a facilitator & a mover.
General Instructions:
This is a practice, not just showing what you know, but being able to learn and
respond in the moment, which is a central therapeutic skill.
Everyone, be present without preparing mentally during the others turns. Allow
yourself to learn from others. Contribute to a safe, grounding container for your
peers. Practice your witness function.
Trust the circle can tell your skill level regardless of how the session is going.
Even a session that doesnt go well can be quite skillful, depending on how it is
held.
Taking care that your mover stays present and resourced is more important than
showing off your skills.
Be creative. Breathe & move. Trust yourself & allow yourself to have fun!

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SELF EVALUATION ASSIGNMENT

The following questions should be answered in your self-evaluation paper. Your ability to
be honest, give descriptive detail, go beyond superficial explanations, and focus on
nuanced thoughts, feelings, and behaviors will determine your grade.
Ability to operate just outside your comfort zone in skill-building experiments
Ability to facilitate a role-play session where the practice client can operate just
outside his/her comfort zone
Ability to oscillate ones attention in the service of self monitoring and intuition, as
well as the ability to take in details of client experience
Ability to facilitate the phases of a basic Moving Cycle session (beginning,
middle, and end)
Ability to offer descriptive observations of both verbal and non-verbal behavior
Ability to suggest appropriate experiments for the role-play client that generate
body focus and processing
Ability to regulate a client when necessary, in the service of their staying inside
their window of tolerance (therapeutic triangle, entering and soothing)
Ability to attune to self and client in order to create connection (therapeutic
alliance), empathy, and discrimination
Ability to facilitate a Focusing session
Ability to identify and work with basic issues of difference, power differential,
and therapeutic privilege as they manifest in a practice session
Ability to facilitate positive states
Ability to identify and work with basic transference/countertransference states
Ability to use the 5 interventions creatively and appropriately
Ability to facilitate the development of a movement sequence
Ability to adaptively move through different facilitation styles (directive, nondirective, involved, non-involved)

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VIDEO LAB PROTOCOL

1. There are four video labs available for student use: rooms 1430 & 1431, and rooms
1320 & 1325*. The labs can be used any time the Paramita Campus is open. We ask that
students look to reserve rooms 1430 & 1431 first, and only resort to rooms 1320 & 1325
if 1430 & 1431 are unavailable.
2. Labs are reserved on a first-come, first-serve basis. The sign up sheet for each video
lab can be found on clipboards which hang between the rooms entrances.
3. Each set of video labs has only one key for both rooms, to be accessed in a lockbox
mounted on the wall between the two rooms. The lockbox code is 2738. It is important
that students remember to return the key immediately to the lockbox. Students are asked
to make sure the video lab is locked when they are done with it. The lockbox code is not
to be shared with anyone other than Paramita campus students and faculty.
4. Detailed instructions on how to use the digital video equipment can be found in each
video lab. Students are asked to please read these instructions carefully and to go slowly
(some of us are more technically challenged than others remember to breathe!). Should
any problems arise in operating the equipment, someone at the TCP Front Desk can serve
as technical support.
5. Students need to purchase their own 60 minute mini-dvds (specifically, DVD R or
RW) to record on. We are strongly encouraging students purchase DVD R or RW due
to it being universally recognized by laptops/computers with DVD players, as well as
commercial DVD players. A new mini-dvd will be needed for each session.
6. Students can view their recorded sessions:
a) at home, using a DVD player or a computer with a DVD player
b) in the Ginsberg library or the Arapahoe computer lab (please be aware,
however, that these are fairly public spaces when viewing these confidential
materials)
7. It is highly recommended that students conduct a sight/sound check for a minute
or so prior to the start of their sessions. This test will help safeguard against recording
problems. In the event that the recording fails, an additional session will need to be
scheduled and recorded correctly. It is also recommended that students bring their
own audio recording device to create a backup of their sessions, again to safeguard
against any problems that might arise with the digital video equipment.
8. Students are encouraged to offer any feedback they have about the video labs to their
instructor, who in turn will contact their team coordinator.

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* Please be aware that Rooms 1320 and 1325 are multi-use spaces. As such, we ask that
students make an effort to move all furniture and equipment neatly against the walls
when finished with their video session.

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