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Illinois School of Professional Psychology At Argosy University, Chicago COURSE SYLLABUS PP8020 Person-Centered Theory and Therapy Summer I 2012

Faculty Information Faculty name: Margaret S. Warner, Ph.D. Campus: Chicago Contact Information: [email protected] or 773-777-7701 or 773or 773-896- 6719 (cell) Office Hours: Tuesdays, 2:00 – 4:00 by appointment.

TA Information TA name: Contact Information:

Course Description: This course offers an introduction to the theory, research, and practice of person-centered and experiential psychotherapies. Through in-class and peer listening exchanges, students learn skills that build a therapeutic relationship and which, at the same time, allow clients the maximum support and freedom to express and explore the meanings of their experience (i.e. by building relationship characterized by genuineness, empathic understanding, and prizing of the client).

Course Pre-requisites: None

Required Textbook:

Kirschenbaum, H.H., and Henderson, V.L. (Eds.) (1989). The Carl Rogers Reader. Boston: Houghton Mifflin Company.

Haugh, S and Merry, T (Eds.) (2001) Empathy. . Ross-On-Wye, PCCS Books.

Kathryn Moon et al., (Eds.) (2011) Practicing Client-Centered Therapy. PCCS Books.

There is no packet required for purchase. Articles that will be scanned by e-mail are marked (E)

NOTE: The required books for this class are on reserve at the Argosy/Chicago library

Course Length: 7 Weeks

Contact Hours: 42 Hours Credit Value: 3

Course Objectives

Understanding research evidence for the Program Method of Assessment efficacy of person-centered psychotherapies Goals

Goal 5 Readings journal and class --scholarshi discussion p Mastery of solid beginning-level skills in Goal 2-- Evaluation of audiotapes of empathic responding in the context of a Intervention Practice relationship that is genuine and prizing Mastery of beginning-level “process- Goal 2-- Evaluation of audiotapes; sensitivity” in empathic understanding Intervention class discussion responses Expanding self-awareness of personal Goal 2-- Participation in class reactions and feelings during the practice intervention discussion; journals after therapy sessions practice sessions Mastery of beginning level conceptual and Goals 3 and Class discussion; Sample practical skills in relation to diversity issues 2 comprehensives addressing arising in person-centered practice Diversity multiple diversities and Intervention Mastery of beginning level conceptual and Goal 2 Class exercises and practical skills relating to collaboration with Intervention discussions professionals of other orientations and specialties Evidence Based Practice This class will include discussions on Carl Rogers’ pioneering role in developing process research within clinical psychology as well as coverage of recent meta-analyses of the effectiveness of client-centered therapy in comparison to that of other approaches.

Instructional Contact Hours/Credit Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group- work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. . Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Required Assignments:

1. Two final assignments, Oneone log of your reactions as you read each week to be handed in before the class; Oneone reaction paper to the class as a whole and the person-centered approach to be handed in at the end of the class. 2. A weekly fifty-minute practice therapy session with a class partner or volunteer practice client; both students should record these sessions and listen to your work; keep a journal of these practice sessions in which you record your own experiences while practicing, as well as what you infer from the practice/volunteer’s reactions and responses to your work. . Journals will be asked for periodically. 3. One 10 minute segmentminute segment of a practice therapy session; Twotwo 20-30 minute segments of practice therapy sessions with transcripts with audible tape and commentary/critique of your work. . Personal commentaries may be related to your private thoughts during the session, your feelings about the responses you made to your practice partner, and any concerns or questions you wish to raiserise concerning the session under discussion. Your personal commentary may be interspersed within the transcript – but if placed within the transcript it should be clearly indicated as commentary (in italics and within parentheses). Standard size audiocassette tapes cued to play where the transcript begins must be turned in. On the transcripts, client and therapist statements should be numbered starting where you want me to listen as "C1",,” "T1", "C2", "T2", etc. . Start each response of client (C) or therapist (T) on a new line so that I can read it clearly. There should be a three inch margin on one side of the transcript to leave room for my comments. 4. A paper which will be a case conceptualization equivalent to those required on the comprehensive exam. These papers will be reviewed in class and given peer review.

5. Final grades 70% evaluation of highest level of empathic responding on tapes submitted 30% evaluation of case conceptualization and other written assignments

Assignment Table [Key to readings: “R”: on library reserve. “E” through e-mail; Client Centered Therapy; “; “CRR”: The Carl Rogers Reader, edited by Kirschenbaum & Henderson; Week Topic Reading Assignment #1 Group introductions: Practicing Client-Centered May Overview of the course, Therapy. . Letter to John 9 Introduction to active Schlein (E) listening Sample comprehensives questions addressing multiple issues of identity: case examples of Native-American, African-American, religious, and homosexual client diversity (E) #2 Rogers’ early theory; Rogers, C. R. (1957). The May listening practice; film necessary and sufficient 9 Gloria conditions of therapeutic personality change. (CRR)

#3 Rogers’ theory of Rogers, C.R. A Theory of First 10 min May personality; listening Therapy, Personality and Inter- transcribed tape 16 practice Personal Relationships (CRR) with transcript due.

#4 Interventiveness and the Warner, M.S. Person-centered May use of power in psychotherapy: One nation 16 therapeutic many tribes (E) Relationships; Collaboration between Brodley, B.T. . The person centered nondirective attitude in client- practitioners and centered therapy. . In professionals of other Practicing Client-Centered professions and/or Therapy psychological orientations in care teams Rogers, C.R. The politics of the helping professions (CRR)

#5 Gendlin’s theory of Readings: Gendlin, The May experiencing; Intro to Experiential Response 23 focusing; Intro to Client- (inIn Hammer, ed. The use of Centered Case interpretation in treatment, Ch. Conceptualization 26, pp. 208-227;On Reserve in Library; Warner Client- Centered Case Conceptualization (E) #6 Overview of the concept Warner, Ch 2 What is May of processing; Intro to process?;(( E) 23 process-sensitive Ch. 3 The brain, evolution and responding 1 “making the negotiation of meaning (E) space”; Warner’s Actualization-Oriented Person-Centered Theory

Rogers, C.R. (1970) On #7 Person-Centered groups Encounter Groups. Harper & May Row. (R) 30 AND/OR

Rogers, C. R. Can I be a facilitative person in a group? (CRR)

#8 Process-sensitive empathy Laura North Rice: The Second May 2: Evocative Responses; evocative function of the Transcribed Tape 30 listening practice therapist (CRR) assignment due

#9 Congruence and the Brodley, B. T. . Congruence June therapeutic relationship in and its relation to 06 client-centered therapy; communication in client- Intro to case centered therapy. In Moon ed., conceptualization: Practicing Client-Centered Client-centered Therapy approaches to issues of difference

Gendlin, The experiential response, pp. 220-226 (E)

#10 How does empathy cure? Warner: How Does Empathy DRAFT Case June Process-sensitive empathy Cure? (E) Conceptualization 06 3:Wexler’s themes and Due facets; review case conceptualizations #11 Difficult Client Process— Warner: Person-centered June Fragile Process; Warner’s therapy at the difficult edge. 13 Revision of Rogers’ (E) personality theory: Warner: Defense or “Actualization-oriented Actualization (E) person-centered theory”

#12 Difficult Process #2— Warner: Person-Centered June Dissociated Process therapy at the difficult edge (E) 13

#13 Difficult Process #3 Garry Prouty: A new Mode of Tape assignment June Psychotic process Empathy: Empathic Contact in #3 with transcript 20 Empathy due

Warner, Luke paper (E) #14 Evidence for the efficacy Elliott and Freire— Final readings June of person-centered meta-analysis of CCT (E) journals and 20 psychotherapies; peer Personal review of case Response Papers conceptualizations; Revised Case Conceptualizations

Grading Criteria: The main method of evaluation will be the comments you and I make about your tape assignments and your and my assessment of your willingness and ability to sincerely, even if only experimentally and temporarily, implement/experience the necessary and sufficient attitudinal conditions set forth by Carl Rogers. . If you are having problems with the assignments, please see me to discuss the difficulty. . Attendance at all classes is required. . Grades will be based on the following weights: Grading Scale Grading requirements

A 100 – 93 Reaction Papers 10% A- 92 – 90 Journal 10% B+ 89 – 88 Tapes 70% B 87 – 83 Final Paper 10% B- 82 – 80 100% C+ 79 – 78 C 77 - 73 C- 72 – 70 F 69 and below Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected]. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. . Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. . Students are encouraged to seek research and reference assistance from campus librarians. Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. . Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. . All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. . Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. . Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. . This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. . Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). . If a student with disabilities needs accommodations, the student must notify the Director of Student Services. . Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. . To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. . In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds

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Person-Centered Theory and Therapy - 8261 – PP8020 - C1 FALL 2009

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