UNIVERSITY OF IDAHO COLLEGE OF EDUCATION COUNSELING and SCHOOL PSYCHOLOGY, and EDUCATIONAL LEADERSHIP ______

CASP 512: Theories and Applications of Counseling I (2 credits, letter grade) CASP 597: Practicum (1 credit, P/F) Fall 2008

Day/Time: Tuesday, 4-6:50 p.m. Location: ED 202 CASP 512: 4-5:50 (Course Number: 24129, Section: 01) CASP 597: 6-6:50 (School Counseling: Course Number:-----, Section: ---) (Rehab: Course Number/Section: 18573/01, 18502/02, or 26881/03)

Instructor: Dr. Linda Taylor, NCC Phone: 885-7266 Office: ED 217-D Email: [email protected] Office Hours: Tuesday, 2-4:00, or by appointment ______

COURSE DESCRIPTION: Overview of the skilled-helper counseling model and the person-centered counseling approach; skill mastery through microskills role-playing activities.

COURSE OBJECTIVE/ ACCREDITATION STANDARDS:

CACREP 1. PROFESSIONAL IDENTITY 1.a.history and philosophy of the counseling profession, including significant factors and events: 1.b. professional roles, functions, and relationships with other human service providers.

5. HELPING RELATIONSHIPS a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills; b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries. c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling; d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling. integration of technological strategies and applications with counseling and consultation processes; f. integration of technological strategies and applications with counseling and consultation processes; and g. ethical and legal considerations

CORE

C.1.6 create a partnership between consumer and counselor by collaborating in informed consumer review, choice, and personal responsibility in the rehabilitation process. C.2.8 develop strategies for self-awareness and self-development that will support sensitivity to diversity issues.

C.2.10 continuously assess self-awareness and attitudinal aspects of rehabilitation counseling. C.3.2 understand the concepts related to learning and personality development, gender and sexual identity, addictive behavior and psychopathology, and the application of these concepts in rehabilitation counseling practice.

C.3.4 develop approaches that will facilitate enhancement of the consumer’s personal development decision-making abilities, acceptance of responsibility, and quality of life. C.5.1 conduct individual counseling sessions with consumers. C.5.2 develop and maintain a counseling relationship with consumers.

C.5.3 establish, in collaboration with the consumer, individual counseling goals and objectives. C.5.4 assist the consumer with crisis resolution. C.5.5 facilitate the consumer’s decision-making and personal responsibility in a manner consistent with the individual’s culture and beliefs. C.5.6 recommend strategies to assist the consumer in solving identified problems that may impede the rehabilitation process.

C.5.7 explain the implications of assessment/evaluation results on planning and decision-making. C.5.8 demonstrate consultation and supervisory skills on behalf of and with the consumer. C.5.9 assist the consumer in developing acceptable work behavior. C.5.10 adjust counseling approaches or styles to meet the needs of individual consumers. C.5.11 terminate counseling relationships with consumers in a manner that enhances their ability to function independently. C.5.12 recognize consumers who demonstrate psychological problems (e.g., depression, suicidal ideation) and refer when appropriate. C.5.13 interpret diagnostic information (e.g., vocational and educational tests, records, and medical data) to the consumer. C.5.14 assist consumers in modifying their lifestyles to accommodate individual functional limitations and. C.5.15 consumers to successfully deal with situations involving conflict resolutions and behavior management.

NASP Domain 5: Student diversity in development and learning Domain 7: Prevention, Crisis Intervention, and Mental Health Domain 8: Home/School Community Collaboration Domain 11: Information Technology

STANDARDS TEACHING METHODS EVALUATION  CACREP 1.a-b, 5.a.,b, d., f,  Lecture/Role Play  Role Play Activities g  Core c.1.6, c.2.10, 3.4, 5.1-5.15  NASP Domain 7 and 8  CACREP 5.c  Lecture  Written Essay  Core 2.8, c.3.2  NASP Domains 5 and 11

TEXTS / ISBN #: Egan, G. (2006). The Skilled Helper: Pacific Grove, CA: Brooks/Cole.

ASSIGNMENTS: Case Study Video submission of: Beginning of session Person Centered CBT RET Suicidal client

EVALUATION CRITERIA: Case Study 15 points Class Participation 10 points Video Submission (5 at 15 points) 75 points

Class participation is essential to this course. Therefore, over 2 absences will result in lowering the final grade one letter grade.

GRADING:

A 90-100 B 80-89 C 70-79 D 60-69 F < 60

Case Study (15 points) Analyze a case according to the theories studied. Grading rubric will be handed out of criteria to be included in the paper.

Video Submission (5 at 15 points) Submit a video of you (with a classmate or friend) for evaluation implementing various parts/types of a counseling session (Beginning of a session, Person Centered, CBT, RET, and a suicidal client). Consent forms will need to be signed if using someone other than a student in the class. Session documentation (as you would do when in the field) will be submitted with each the tapes for: Person Centered, RET, CBT, and Suicidal Client.

Class Participation (10 points) Quality of participation in class discussions, role plays, and number of absences.

************************************** Please notify your instructor(s) during the first week of class regarding accommodation(s) needed for the course. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306, (208) 885-6307, email at [email protected], website at www.access.uidaho.edu or www.webs.uidaho.edu/aap.

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Tentative Schedule

Date Topic Assignment August 26 Course Overview Page 1-61 Philosophy The helping process Characteristics of helpers Issues of beginning helpers September 2 Ethical standards and legal Download and read considerations APA: http://www.apa.org/ethics/code2002.pdf ACA Code of Ethics ACA: Confidentiality http://www.cacounseling.org/codeofethics.html Record keeping practices Beginning the relationship (initial clinical interview) September 9 Person Centered Therapy (Carl Guidelines 5.1 (pg 162-167) Rogers) Handout (video IMTC reserve) Attending and listening September 16 Adlerian (Adler) Chapter 3 Empathy and probing Handout Feeling words and statements Beginning of a Session Tape Due Responding to client affect September 23 RET (Ellis) Handout Person Centered Tape Due September 30 Reality Therapy (Glasser) Handout Developing Goals October 7 Cognitive Behavioral Therapy Handout Define problem RET Tape Due Action plan October 14 CBT (OCD/addiction follow-up) October 21 Use of Silence Session closure October 28 Crisis Counseling: Dr. Joyce Lyons CBT Tape Due November 4 Suicidal Clients November 11 Grief Counseling: Glenda Hawley Pg. 212-218, 228-235 November 18 Difficult Clients Suicidal Client Tape Due November 25 Case termination Referral December 2 Multicultural Case Study Due December 9 Counseling & Technology NO Exam Week December 16 End of Semester

Confidentiality: Due to the sensitive nature of the work in the class, ACA/APA Code of Ethics and confidentiality apply to all that is shared in this class. Discussion of personal issues shared in class to people outside of class will not be tolerated and will be severely disciplined. Circumstances will be evaluated individually and may result in disciplinary action up to and including dismissal from the program.