SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING
COURSE SYLLABUS
Title of Course: Counseling Theories (3 cr)
Course No. CP 612 Revised Fall 2009
Semester: Spring 2010 Instructor: Melissa Odegard, Ph.D., NCC Office: 409B Phone: (573) 651-2420 E-mail: [email protected] Office Hours: Thursdays 1:00-4:00 p.m.
Class Room: Class Dates: Monday evenings throughout the course of the semester
Class Times: 6:00 p.m.-8:50 p.m. Website: www.cstl-coe.semo.edu/modegard
I. Catalog Description and Credit Hours of Course:
An exploration of a variety of counseling theories to provide a foundation for practice for professional counselors. (3)
II. Prerequisite(s):
Graduate Standing and Permission of the Instructor.
III. Course Integrated in to the Program Requirements
M.A. Career M.A. School M.A. Mental Health Ed.S. Counseling Psychological Counseling Counseling Counseling Education Examiner Certificate
Required Required Required Required Prereq.
IV. Course as Relates to External Requirements
CACREP Requirements DESE Requirements (2006) LPC NBCC Requirements (2009) Requirements
5. Helping Relationships 3) Theories and Techniques of Counseling Theory Helping Relationships
1 Elementary and Secondary (Counseling Theories) School Counseling;
V. Course as Relates to External Standards
CACREP Standards (2009)
Section II.G.5. HELPING RELATIONSHIPS - studies that provide an understanding of the counseling process in a multicultural society, including all of the following:
a. an orientation to wellness and prevention as desired counseling goals, b. counselor characteristics and behaviors that influence helping processes, d. counseling theories that provide the student with models to conceptualize client presentation and to assist the student in selecting appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so that they begin to develop a personal model of counseling, e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions.
DESE Standards (2006)
VI. Purposes or Objectives of the Course:
A. The student will develop an awareness of how one’s personal characteristics and competencies interact to influence the development of a theoretical approach to counseling.
B. The student will be able to identify the key concepts, contributions, and limitations of specific counseling theories.
C. The student will be able to construct a personal theoretical approach to counseling and to identify counseling techniques to use with various clients.
D. The student will understand legal and ethical issues and concerns confronting practicing counselors.
VII. Course Content or Outline: Class Hours
A. The Counselor 6
1. Characteristics of effective counselors 2. The role of personal values 3. Managing stress and Wellness
2 B. Legal and Ethical Issues 6
1. Confidentiality 2. Crisis intervention 3. Issues surrounding clients with AIDS 4. Issues surrounding a multicultural perspective
C. Counseling: Content and Process 6
1. Client from diverse 2. Individual and family systems approaches 3. Core elements 4. Trends in the counseling profession 5. Concept of Wellness and Pathology and the effect on Counseling 6. Prevention techniques
D. Counseling Approaches 24
1. Psychoanalytic 2. Adlerian 3. Existential 4. Person-centered 5. Gestalt 6. Reality 7. Behavioral 8.Cognitive-behavior 9. Feminist 10. Family Systems 11. Integrative
E. Case Study Presentations 3
VIII. Textbook(s):
Corey, G. (8th ed.). Theory and practice of counseling and psychotherapy. Belmont, CA: Brooks/Cole.
American Psychological Association (2010). Publication Manual of the American Psychological Association. (6th ed.). Washington, DC: Author
3 IX. Expectations of Students:
A. The student is expected to actively participate in class. B. The student will be expected to complete the required readings and assignments. C. Satisfactory performance on examinations. D. The student will be expected to write a personal theoretical approach to counseling paper. E. The student will be expected to present a case study from the perspective of one of the theories studied.
X. Basis for Student Evaluation A. Examinations B. Written reaction papers D. Presentation E. Graduate quality research paper
Please Note: Assignments are expected to be turned in on time, at the beginning of the class period it is due. Late assignments are penalized by a letter grade per day; unless, arrangements have been with the instructor.
Course Assignments:
Reaction Papers (30% of overall grade):
A. The purpose of the reaction paper is to provide you with the opportunity to think about and reflect upon the theories being discussed. Please do not provide a summary of what you have read. Your focus is to be on your reaction to the chapters, class discussions and presentations about these theories. The reaction paper is to discuss what you think about some of the key elements of the theories (ie. view of human nature, nature of counseling relationship, counseling goals and techniques, etc.) and which of these element(s) you see yourself incorporating into your practice and why.
B. Your papers should reflect quality writing skills: write directly and informally, yet write in standard English. Use complete sentences, characterized by well developed grammar and syntax. Please use a standard introduction, body and summary in all written work to be graded in this course.
C. Writing the first reaction paper: This paper focuses on the counselor as a person. The focus therefore is on your values, philosophy of life, and view of clients and how these will impact your professional practice, effectiveness, and ethics. This first reaction paper should focus on you as a practitioner. Focus your thoughts on how you will practice and on your reactions to the ethical dilemmas that you may face.
Corey devotes considerable discussion to personal characteristics of effective counselors, as well as the counselor’s characteristics, strengths, values, beliefs, and past experiences that might facilitate, impede or obstruct one’s ability to effectively work with clients in a counseling
4 relationship. This first reaction paper should address these characteristics as well as some of the “Issues Faced by Beginning Counselors” that are particularly meaningful or relevant to you. What have you discovered, realized, learned about yourself, as a potential new counseling professional as a result of reading and reflecting on these first chapters and the in-class activities and discussions. Your first reaction paper is due on February 1, 2010.
D. Writing your reactions to the theories (Corey, chapters 4-14): each paper should focus on your reaction to a particular theoretical perspectives and how these theories have affected your personal self-understanding in a number of the following areas: 1. The theorist(s) view of human nature - your reflections on how these theorists view human behavior. 2. The therapeutic goals - your reflections on whether you feel these are valuable, realistic and attainable. 3. The functions and role of the therapist – your reflections on how and if these roles fit with your personality and anticipated professional style of practice. 4. The client’s roles (what is expected of the client) – your reflections on whether these fit with your expectations for the clients you see yourself working with. 5. The major techniques and methods (or lack there of) – and your reflections on these techniques. 6. Your evaluation of the approaches – your reflections on the limitations, contributions, aspects you like most and least about the theories you are discussing. Note: please do not simply summarize the theory and turn it in as a reaction paper…these papers should focus on your reflections regarding a particular theory or theories in terms of any of the above mentioned areas. Three theory reaction papers will be due throughout the course of the semester. Due dates for the three theory reaction papers are articulated in the course schedule below.
Theory Presentation Project (20% of overall grade):
Students will work in teams or pairs and present a specific counseling theory of their choice, (goals, process, techniques, and language). Scheduling, formation of teams/pairs, and choosing of theories will be discussed during the second class. Grades will be based, in part, upon in- class evaluations and feedback by peers. These evaluations address the groups’ preparedness and the extent to which they demonstrate the techniques, roles, and functions that characterize the specific theoretical approach. Your presentations are important, not only because they are evaluations of your in-depth understanding of a particular theory, but also because they will help you and your colleagues better understand these theories.
Presentations will include: 1. a “live” role-play of a 5 minute counseling session in action. The session will be followed by a 5 minute discussion/explanation of the session with classmates, led by the presenters. 2. an outline of key information about the theory for the class to use as a study aid to assist them in their understanding of the theory.
5 3. a professional level presentation with focus on helping the class understand the theory. It is not expected to be a lecture or review of the text but the use of activities, demonstration and discussion to facilitate the class understanding of the theory being presented. *Approximately 30 minutes of class time used for this entire presentation.
Personal Counseling Theory Paper (30% of overall grade):
This paper will be a (8-10 page, double-spaced), statement of your chosen philosophical orientation and approach to counseling. The Personal Counseling Theory Paper will include the name of the counseling theory you have chosen and an explanation of:
1. the philosophical paradigm or view of human nature 2. the function and role of the counselor 3. the client’s function or role in the counseling process 4. the goals, objectives or outcomes of the counseling process 5. the nature of the counseling relationship with clients 6. techniques and methods you would employ 7. applications and limitations of this approach to counseling. Grades will be based upon the extent to which your paper covers these points, and your reflections on how this theory integrates with your personal view of yourself as a practicing professional counselor, in addition to the quality of your written expression. You must also include at least three peer-reviewed references to support your conclusions regarding your choice of theory. This paper should begin with your first reaction paper and develop throughout the course of the semester AND fit APA standards.
Midterm and Final Exams (20% of overall grade): A midterm and final exam will be given and will cover the content and objectives of the course. Both exams will include the following:
• These exams will be comprehensive and will assess your knowledge of material found in the textbook and any lecture material. • The format of the exams will be a combination of multiple choice and short answer essay. • An emphasis will be placed on conceptual thinking and application skills. You will be expected to be able to think critically and to apply concepts learned in the course to various scenarios.
Final letter grade: 91% to 100% -- A 81% to 90% -- B 71% to 80% -- C 0% to 70% -- F
XI. Methods of instruction
A combination of: Classroom lectures and discussions
6 Classroom experiential exercises Web-assisted instructions and tests/exams
XII. Academic Policy Statement:
Academic honesty is one of the most important qualities influencing the character and vitality of Southeast Missouri State University. Academic dishonesty is defined to include those acts which would deceive, cheat, or defraud so as to promote or enhance one's scholastic record. It includes: academic misconduct, dishonesty, plagiarism and cheating or knowingly or actively assisting another person in doing the same. Violations of academic honesty represent a serious breach of discipline and may be considered grounds for disciplinary action, including dismissal from the University. Students are responsible for upholding the principles of academic honesty as they would any other professional and ethical standard. Refer to: http://www6.semo.edu/judaffairs/code.html
XIII. Students with Disabilities Statement:
If a student has a special need addressed by the Americans with Disabilities Act (ADA) please notify the instructor at the beginning of the course. You must register as a student with a disability in the office of Learning Assistance Programs and Disability Support Services in University Center Room 302 or at 651-2273. It is the responsibility of the student to notify the instructor prior to requesting reasonable accommodation. Failure to do this may result in not receiving the requested accommodation. Refer to: http://www.semo.edu/cs/services/disability.htm
XIV. Civility, Respect and Classroom Etiquette:
The University strives to offer learning experiences and opportunities designed to help students think effectively, develop the capacity to communicate, differentiate values, and make relevant judgments. To do this successfully, many times multiple perspectives will be presented; some of which may represent points of view on which everyone will not agree. A successful educational experience requires a shared sense of respect among and between the students, the instructor and various points of view.
Further, it is to be expected that the instructor will treat all students with dignity and respect – it is also expected that the students will treat both the instructor and other students with this same respect. In order to facilitate this process more effectively, students are asked the following: 1) before class turn off all pager and cell phones; 2) refrain from text messaging during class; 3) avoid distracting behavior (e.g. popping gum, noisy eating, and clipping fingernails); 4) minimize side conversations; and, 5) maintain respectful interactions. Finally, personal harassment of any kind will not be tolerated.
XV. Counselor Dispositions
Counselor Dispositions, as assessed within Counselor Education are guided by the central core of the Counseling Conceptual Framework. The beliefs and attitudes related to the
7 areas of competence, reflection and caring, are the guiding influence with the eight foundational counselor dispositions assessed throughout the program. These are: 1) Genuineness, 2) Congruence, 3) Non-judgmental Respect, 4) Emotional Awareness, 5) Ethical Understanding, 6) Concreteness, 7) Empathy, and 8) Professional Commitment. See Student Handbook.
XVI. Knowledge Base References:
An online Knowledge Base is maintained on the Program website. See http://www4.semo.edu/counsel/Program/know-base.htm
XVII. Course Schedule TENTATIVE SCHEDULE
Date Topic/Assignments Readings 01.18.10 M.L.K., JR. OBSERVATION-NO CLASS
01.25.10 Introduction & Syllabus Chapters 1 & 2 Overview of Theories The Counselor: Person and Professional 02.01.10 Theory Presentation Project Discussion Chapters 3 & 4 Ethical Issues in Counseling Psychoanalytic Theory First Reaction Paper Due: “Counselor as a Person” 02.08.10 Adlerian Counseling Theory Chapters 5 & 14 Family Systems Theory 02.15.10 PRESIDENTS’ DAY-NO CLASS
02.22.10 Existential Counseling Theory Chapter 6 Second Reaction Paper Due: “Theory Reaction Paper” 03.01.10 Chapter 7 Additional Reading 03.08.10 Midterm Exam Chapter 8
8 Gestalt Counseling Theory
03.15.10 SPRING BREAK: NO CLASS
03.22.10 Behavior Counseling Theory Chapters 9 & 10 Cognitive Behavior Theory Third Reaction Paper Due: “Theory Reaction Paper” 03.29.10 Reality Counseling Theory Chapter 11
04.05.10 Feminist Counseling Theory Chapter 12 Additional Reading
04.12.10 Postmodern Approaches to Counseling Chapter 13 Fourth Reaction Paper Due: “Theory Reaction Paper”
04.19.10 Theory Presentation Projects
Work on Personal Counseling Theory Paper 04.26.10 Theory Presentation Projects
Work on Personal Counseling Theory Paper 05.03.10 Theory Presentation Projects
Personal Counseling Theory Paper Due
05.10.10 Integration in Counseling Chapter 15 Course Wrap-up Final Exam Due
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