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Sample Syllabus for SPSY # 549 UNIVERSITY OF LAVERNE College of Education and Organizational Leadership

______, Phone: (909) ______E-mail: OFFICE HOURS – Pre or Post class sessions by appointment School Psychology SPSY -549 CRN # 1099, Counseling Theories, Rm. #212 Leo Hall, Afternoon 4 – 6:25 p.m. 3 units (Graduate Credit Only) Prerequisites: Education SPSY #546,

California Commission on Teacher Credentialing Standards for Pupil Personnel Services Credential This course meets or partially meets Specialization Standard 17—Psychological Foundations, Specialization Standard 21—Wellness Promotion, Crisis Intervention, and Counseling, and Specialization Standard 27—Determination of Candidate Competence.

Course Description: This course presents and examines various classical theorists of counseling that forms the foundation for the work of the school counselor/school psychologist. The major theories are studied from both a historical and current application viewpoint. New theories are also covered as well as ethical and diversity issues. Evidence of Learning Outcomes: Students will: 1. Develop a critical knowledge of the conceptual foundations and different tenets of various views of counseling intervention and change. 2. Become informed about classical and current counseling theories and their shared and divergent precepts. Theories included are psychodynamic, behavioral, humanistic, cognitive and family systems. 3. Become knowledgeable about the influence of earlier versions of these systems and theories on current issues. 4. Understand how each theory’s ideas of “therapeutic intervention” are rooted in its view of “personality development” – maturation, stability, change and pathology. 5. Recognize the advantages (and limitations) of each theoretical system, explanatory power (for health and pathology), applicability (across sex, age, culture and time) and practicality (usefulness in school and counseling centers; individual, couple, family and group work). 6. Understand the ethical and legal issues related to school counseling /school psychology program 2

NOTE: Since the demographics of California public schools are continually changing, it is the policy of the School Psychology Preparation Program that socio-cultural competence is appropriately addressed in all courses. Socio-cultural competence is defined as involving counselor trainees in the continual development of attitudes, beliefs, knowledge, and skills related to: (a) awareness of one’s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2001)].

Course Outline and Class Schedule, Fall Semester 2016

Class Date Topics Weekly Reading Assignment (due on this date, unless specified*) Due 1 8/ -Part 1 Introduction to Counseling Henderson, Ch. 1, Children Intro. Introduction: Overview of Syllabus and course requirements, goals, assignments. -Introduction to a “Child’s World, The Counseling Process.” ch.1

2 9/ Developmental models by: Maslow, Henderson Piaget, E. Erickson, Bronfenbrenner, Ch. 2

3 9/ The Counseling Process & Legal & Henderson, Ethical Considerations for Ch. 3 & 4 Counselors -Introduction of Counseling Solutions: Cultural Factors in Counseling children. www.nasponline.com

4 9/ Counseling Solutions: Cultural Metcalf Factors in Counseling Ch. 1-4, 8 Consultation & Collaboration Henderson, Ch. 5 3

Part 2 Counseling Theories and Techniques Psychoanalytic Counseling: ; Erik Erick Erickson 5 9/ Person Centered Counseling: Carl Henderson, Ch. 6 & Rogers, ‘Non directive therapy’ 7 : ,

6 10 Behavioral Counseling: B. F. Henderson, Ch. 8 Skinner, ‘Operant Conditioning’ Metcalf, Counseling Solutions Ch. 5 7 10 : William Glasser Metcalf Ch. 6-7 Choice Theory Henderson Ch. 9 CASP 8 10/ Brief Counseling: Milton Erickson: Henderson Ch. Discuss CASP Jay Haley ‘Solution Focused 10 & 11 Therapy’ : Albert Adler: ‘Relational therapy’ 9 10 Rational Emotive Behavioral Henderson, Ch 12 & Therapy: 13 Cognitive Behavioral Therapy: Aaron & Judith Beck, ‘Guided discovery/coaching’

10 11/ : Eric Berne Henderson, Ch. 14 (Parent, Child, Adult)

11 11/ : , Ana Henderson Ch. Freud, Virginia Axline. 17

12 11/ Family Systems Counseling: Murray Henderson Bowen, Ch. 15/16 4

Salvador Minuchin,

13 11 THANKSGIVING HOLIDAY 14 11/ Group Counseling with Children: Henderson, Ch. 18 - 19 • Counseling Children with Special Concerns: (Abuse, Grief, Anger) 15 12/ Counseling Children with Henderson Disabilities: Ch. 20 Counseling Toward Solutions Metcalf Ch. 9/10

16 12/ Final Exam

*Weekly Activities/Assignments; and collaborate with Counseling based Solutions, by Metcalf

Week 1: Out of class activity: Week 4: Out of class activity, Week 6: Out of class, Week 10: Out of class activity: Week 16: Final Exam

STUDENT ASSIGNMENTS FOR Counseling Theories SPSY 549

Class Participation - read the text and assigned material before each class and come prepared to participate in class discussion. 1. Assignments/activities, listed on pages 5 & 6, will include in and out of class assignments (*), which will apply to the reading material and theories being learned. They will vary from individual to group participation. Additional assignments are listed below in numbers 2, 4 5, 6 & 7; they include: a book review, quizzes, group technique presentations, theory paper, final project, Summary sheet & evaluation of learning, (EOL’s).

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2. STUDENT THEORY TECHNIQUE Presentation: MAJOR PROJECT Book Review (MIDTERM) – 3. *Interviews and activities in sessions # 3 & # 6 4. General quizzes on textbook readings will occur 4 times, covering multiple chapters Quiz #1=Ch. 1-5; #2= ch.6-11; #3=Ch. 12-16; Ch. 17-20. (Pop quizzes may be given in class on reading assignments) 5. Evidence Outcomes- to be completed for each evidence outcome listed in the Course Syllabus- Due in Session # 15.

*Technique presentations include the following areas: (Although set as an end of the semester presentation, a class vote could elect to present the techniques as the theorist are studied within the context of the weekly chapter content.) a. Rationale b. Brief background c. Application d. Physical interactive demonstration Course Management - This is a Graduate level class, with Graduate expectations.

A. Attendance is required. Due to time commitments for this course, all absences are highly discouraged. If you are absent for a mandatory school related function, or personal emergency, please call (909)229-9087, or send an email prior to the class session. Per University Standards, more than two unexcused absences may result in being dropped from the course.

B. Participation – All students are expected to: Actively listen to presentations of the instructor, fellow students and guest speakers. 1. Actively participate in small group discussion, presentations, role-play and class exercises, internet, in-class assignments and research as assigned. 2. Read entire assigned texts. (Be sure to have the 8th edition of Counseling Children) Internet reading and research as assigned. 3. View and discuss media presentations as assigned. 4. Read a book (instructor approved see # 3 pg. 7 of Syllabus 5. Prepare all work in 12-point (New Times Roman) font, double space, use black ink, and follow APA format as listed in the APA Publication Manual 6th edition 2010. Assignments must state your name, date, and title of assignment; use proper grammar, sentence structure, proof your papers, make sure they are free of 6

typographical and spelling errors. Points will be deleted for incomplete, unedited work. No credit will be given for work not meeting these requirements or for assignments completed in pencil.

C. Academic Honesty – This course seeks to equip students with the skills of independent learning, resourcefulness, clear thinking, and perspective. All submitted work and activities should reflect individual achievement from which the student should derive personal satisfaction and a sense of accomplishment. Plagiarism and cheating subverts these goals and will be addressed according to the policies which govern student ethics at the University of La Verne.

D. Late Assignments – Assignments that critical to class discussion and presentation cannot be late. Other assignments will be accepted late only if an extension was negotiated with the instructor in advance, and is an exception, (not the rule) due to illness (medically documented), and or personal emergency

E. Grading – Grades will be posted and tabulated on Black Board Assignments/ Tests Point Values

*(Reading & ‘pop’ quizzes may vary in points due to content)

F. Course Incompletes—Incompletes are rarely given. They must be discussed with the instructor prior to the last month of class.

G. Course Evaluation – 1. In addition, part of the evaluation in the course will include the following documents to be turned in to the instructor at the conclusion of the course: a. Evidence of how and to what extent knowledge, experiences, and/or skills under each learning outcome contained in the course outline was met by the student. b. A statement of self-reflection on expectations/needs for future growth under each of the learning outcomes in the course. c. Students are to be specific and detailed under Fa. and Fb. Above Upon being critiqued by the instructor, these documents are to be signed, dated, and returned to the student so they can be placed in the student’s Professional Growth Portfolio for School Psychology Candidates.

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Course Texts, Materials and Resources:

Textbooks: Henderson, Donna, & Thompson, Charles, (2015), Counseling Children, 9th Ed. Belmont, CA: Brooks/Cole Publishers Metcalf, L. (2008) Counseling Toward Solution, NY: The Center for Applied Research in Education American Psychological (2010). Publication Manual, 6th Ed. Washington, D.C.: Textbooks are available at: ULV bookstore; Amazon books.com; Chegg Textbooks, chegg.com

Suggested Reading List: 1. Journal of Counseling and Development 2. The Counseling Psychologist 3. Counselor Education and Supervision 4. Journal of 5. Journal of Multicultural Counseling and Development 6. Professional School Counseling (Formerly Elementary School Guidance and Counseling and The School Counselor.

SUGGESTED BOOK LIST: The following reading list suggests some of the classic theorist’s, their biographies & specific theories additional biographies can be found in ULV library or on Amazon.com.

1. Counseling With Choice Therapy, (2001): The New Reality Theory, (1975), by Wm. Glasser; Control Theory in the Classroom by Wm. Glasser; Positive Addiction, (1985), Wm. Glasser 2. Client-Centered Therapy: Its Current Practice, Implications, and Theory. (1951), by and H.J. Freiberg; On Becoming a Person, (1965), by Carl Rogers; Freedom to Learn, (1994) Carl Rogers. 3. Families and , by ; Family Kaleidoscope, Families of the Slums, Salvador Minuchin 4. Melanie Klein: Her Work in Context; (2002); by Meria Likerman 5. Conjoint Family Therapy, (1964) by Virginia Satir; The New People making, (1988) by Virginia Satir. 6. Games People Play, (1964); Transactional Analysis; (1961;) Eric Berne 7. Beyond Freedom and Dignity; (2002); by B.F. Skinner 8. Attachment and Loss, (1983 A Secure Base 1st Ed., (1990), 2nd Ed., (1998), John Bowlby 9. Play Therapy, (1978), by Virginia Axline; Dibs in Search of Self, (1979); by Virginia Axline 8

10. Multiple Intelligence 2nd Ed., (2006); Leading Minds, (2011); Intelligence Redefined, (2000), by Howard Gardner 11. A Framework for Family Therapy, by Murray Bowen 12. The Practice and Theory of Individual Psychology by Alfred Adler 13. Uncommon Therapy, (1973); Problem Solving, (1976), by Jay Haley 14. & Emotional Disorders, (1979); Prisoners of Hate: Cognitive Basis of Anger, Hostility & Violence, by Aaron Beck 15. The Myths of Self Esteem, (2005), Overcoming Destructive Beliefs, (2001); All Out, An Autobiography, (2009), by Albert Ellis 16. Counseling the Culturally Diverse: Theory & Practice, (2012); by Dread & David Sue 17. ; A Biography, Second Edition; (2008); by Elizabeth Young-Bruehl 18. Freud A Life for Our Time; (2006); by Peter Gay 19. The Gestalt Approach & Eye Witness to Therapy;(1973); by Fritz Perls 20. The Right to Be Human: A Biography of Abraham Maslow; (1989); by Edward Hoffman. A Theory of Human Motivation; (2013); by Abraham Maslow.

Additional Resources: Insight Media Resources (Henderson & Thompson) 1. Brief Counseling: Children and Adolescents, Insight Media 2. Solution-Focused Brief Counseling: Two Actual Interviews with a Child 3. Solution-Focused Brief Therapy, The American Counseling Association 4. Gestalt Therapy with the Experts, Insight Media 5. Peeling the Onion: Gestalt Therapy, Insight Media 6. B.F. Skinner on Counseling, The American Counseling Association 7. Rudolph Driekurs: Individual Psychology: A Demonstration with a parent, a teacher, and a child, the American Counseling Association.

Numerous additional media options are available with text publishers, library resources and on “Youtube”.

Internet Resources: 1. www.nasponline.com 2. ProQuest Direct and EBSCO Host (Downloadable professional journal articles many in full text) 3. ERIC (Education Resources Information Center) Database is available @ http//:www.eric.ed.gov 9

4. ERIC CASS (Clearinghouse on Counseling and Student Support)-material is available on the following Web sites http://www.library.unt.edu/scs/ 5. Search ERIC for abstracts and digests produced by the Eric System available at: http://www.SearchERIC.org 6. Websites for each chapter counseling theories are listed following the summary section of the Henderson/Thompson text. 7. You Tubes on all theorists are available and suggested for student review.

NOTE: It is mandatory for students to have access to the internet in this course.

*Your Professor retains the option to make changes / edits to this syllabus as determined to be merited to meet course objectives.