Person-Centered & Experiential Theory and Therapy

PP8020 Fall 2009 Argosy University, Chicago

Person-centered & Experiential Theory and Therapy

INSTRUCTOR:

Marjorie Witty, Ph.D.

PHONE: (312) 777-7702

EMAIL: [email protected]

REQUIRED TEXTS:

Edition 2002

Title Rogers’ Therapeutic Conditions: Evolution, Theory and Practice: UPR Author(s) Jerold Bozarth & Paul Wilkins (Eds.) Series Editor, Gill Wyatt Copyright 2001 Publisher Ross-on-Wye, UK: PCCS Books ISBN 1 898059 31 4 Edition 2001

This Course Requires the Purchase of a Course Packet: NO Additional readings will be sent through e-mail. Please check your preferred e-mail address daily.

RECOMMENDED READINGS Title Person-centered therapy: A revolutionary paradigm Author(s) Bozarth, J.D. Copyright 1998 Publisher Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk ISBN 1898059225 Edition 1998

Title Carl Rogers counsels a Black Client: Race and Culture in Person-centred Counselling Author(s) Roy Moodley, Colin Lago, & Anissa Talahite Copyright 2004 Publisher Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk ISBN 1-898059-44-6 Edition 2004 3

Person-Centered Theory and Therapy CRN8212 PP8020 Fall 2009

Syllabus

Instructor: Marjorie Witty, Ph.D. [email protected] Office hours: Tuesdays, 2:00 – 3:30; Thursdays, 2:00 – 4:00; Other times by appointment. Please call 773-327-1046 and e-mail Class meetings: Wednesdays, 12:30 – 3:14pm Teaching Assistant: Brian Mizuki, Teaching Assistant, [email protected] (630) 303-1238

Required readings: See above. This course does not require the purchase of a course packet. (O) in the syllabus denotes that the articles is available online, or, (E), article will be sent to you via e-mail.

Learning Objectives

1. Mastery of the theoretical foundations of client-centered therapy practice through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion, and reading reaction papers. (Goal 2, 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications; Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of human functioning). 2. Understanding the differences between instrumental and principled expressive therapies, including the attitudinal implementation of emacipatory therapies; achievement of competence in empathic following response process, as assessed by performance in tapes to be submitted to instructor and T.A. (Goal 2, 2b: Mastery of implementing ethical, evidence based interventions; Goal 3: Prepare students to analyze the complexity and multidimensionality of human diversity, and demonstarte the knowledge, skills and attitudes necessary to understand diverse worldviews, cultural frames of reference, and individual differences.) 3. Expanding self-awareness of personal reactions and feelings during the practice therapy sessions as observed in class discussion and students’ self-reports in the comments submitted with each of their practice therapy tapes. (Goal 2, 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.) 4. Increased ability to incorporate feedback in consultation/supervision of sessions; evaluate one’s own work as a novice therapist, assessed by final self-evaluation Goal 4: Prepare students to examine the historical context and the bases of human functioning.) 4

5. Consciousness of the moral and ethical aspects of therapy practice as assessed through self-critiques of tapes. (Goal 2, 2b: Select, plan and implemental ethical practices.)

Required Assignments:

-- Two short papers on your reactions to the readings. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week.

-- A weekly thirty-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. -- Two 20-30 minute 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 raise 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.

--A final paper addressing an aspect of client-centered theory and practice. Paper should be written in APA style, with appropriate citations and should not exceed 10 pages. The paper should be theoretically oriented with reference to assigned readings. You do not have to do additional library research for the paper.

Grading and evaluation policy 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:

Reaction Papers: 10% Journal 10% Tapes 40% Final Paper 40%

Grading follows a fixed curve: A 95-100 %; A- 90-94 %; B+ 88-90%; B 84-87 %; B- 80-83 %; C 79 % or below. 5

Doctoral Program in Clinical Psychology Mission Statement

The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First Street, NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/Illinois School of Professional Psychology- Chicago Campus emphasizes the development of attitudes, knowledge and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

· The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse population of clients in need of such treatment.

·The development of mental health practitioners who understand the biological, psychological and sociological bases of human functioning.

·The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals.

·The preparation of mental health practitioners capable of expanding the role of psychologists within society.

·The education of psychologists capable of working with other disciplines as part of a professional team.

Master of Arts in Clinical Psychology Mission Statement

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills.

In addition the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology. 6

Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 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. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject- specific research materials searchable in the Online Public Access 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 students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite 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 7 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. 8

Course Outline, Readings, and Assignments

Key to readings

“R”: on library reserve. “O”: online; “E” through e-mail; “CCT”: Rogers, C.R. (1951) Client Centered Therapy; “CRR”: The Carl Rogers Reader, edited by Kirschenbaum & Henderson is on library reserve; “EN”: Embracing Non-directivity, edited by Brian Levitt; “ROHP”: Reflections on Human Potential, edited by Brian Levitt; “DC”: Classics in the Person-Centered Approach, edited by David Cain.

9/9/09 Client-centered therapy: Attitude, theory and practice Video: Carl Rogers working with PeterAnn

Required readings for September 9 to be read before the first class: Brodley, B. T. Client-centered therapy: An expressive therapy. (O) Brodley, B. T. (1999b). The actualizing tendency concept in client- centered theory.The Person-Centered Journal, 6(2), 108-120. (R; O) Rogers, C.R. (1980). Part I., A Way of Being. Boston: Houghton Mifflin.

9/16/09 Attitudes: Implementing the Necessary & Sufficient Conditions Video: Rogers working with Grace

Required readings: Brodley, B.T. Instructions for the clinical interview. (O) (http://adpca.org/articles.html) Rogers, C.R. (1951). The attitude and orientation of the counselor. Chapter 2 of Client-Centered therapy. Boston: Houghton Mifflin (R; Handout) Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (E). Rogers, C.R. (2002). Reflection of feelings. Classics in the Person- Centered Approach. In D. Cain (Ed.)

9/23/09 Unconditional Positive Regard & Empathic Understanding Demonstration Interview

First transcribed tape assignment due.

Required readings: Brodley, B. T. (1977). The empathic understanding response process (E) Brodley, B. T. (XX). Criteria for making empathic responses (E) 9

Brodley, B. T. & Schneider, C. (2001). Unconditional positve regard as communicated through verbal behavor in client-centered therapy. In P. Wilkens & J. Bozarth, (Eds.) Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice (pp. 155-172). Ross-on-Wye, England: PCCS books. Rogers, C. R. (1980). Part II, Chapters 6, 7, and 8 in A Way of Being.

9/30/09 Nondirectiveness: The fundamental stance of CCT Audio: Rogers working with Iris

Required readings: Brodley, B.T. (1997) The nondirective attitude in client-centered therapy. Person-Centered Journal, 4(1), 18 – 30. (E) Cain, D. (1990). The paradox of nondirectiveness in the Person-Centered Approach (Part F, DC) Grant, B. A. (1990) Principled and instrumental non-directiveness. (Part F,DC) Levitt, B. & Brodley, B.T. (2008) ‘It enlightens everything you do’: Observing non-directivity in a client-centered therapy demonstration session, pp. 96-112 (EN). Raskin, N. J. (2008) The nondirective attitude. (EN) Witty, M. (2008). Nondirectiveness and the problem of influence. (EN) Excerpt of session by Brodley w/ commentary by Witty from Raskin, N.J., Rogers, C.R. & Witty, M. (2007). Client-Centered Therapy. In R. Corsini & D.Wedding (Eds.), Current Psychotherapies. (R; E)

10/7/09 Rogers’s 1959 formal theory statement & client-centered conceptualization.

FIRST PAPER on your reaction to the readings due today. This paper (of any length) should be on your reaction to Rogers’s formal 1959 theory statement. You may incorporate into your paper, or not, the second reading for today, the Brodley session with commentary by Witty.

Required readings: Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of science: Vol. 3 Formulation of the person and the social context (pp. 184-256). New York: McGraw Hill. (Handout)

10/14/09 Rogers’ view of maladjustment Tape: Loretta

Required readings: Levitt, B.E. (2008). Chapters 1, 3, 4 Rogers, C. R. (1957). A note on “The nature of man.” (CRR) 10

Welsch, T. Paper on client-centered conceptualization (O) Rogers, C. R. The therapist’s view of the good life: The fully functioning person. (CRR, pp. 409-420)

10/21/09 Congruence: A frequently misunderstood condition Video: Susan Pildes works with Lucina

Second Transcribed Tape assignment due.

Required readings: Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (R; O) Moon, K. A. (2002). A dearth of suds for Davey: A therapist’s thoughts during a child therapy session. Person-Centered Journal, 9(2), 113-139. (R; O) Moon, K. A. (2007). Nondirective therapist congruence in theory and practice. In B. Levitt (Ed.) Embracing Nondirectivity: Reassessing Person-Centered Theory and Practice in the 21st Century. Ross-on-Wye, UK: PCCS Books. (EN)

10/28/09 Susan Pildes demonstration and discussion; experiential and emotion- focused therapy

Required Reading: Wilczynski, J., Brodley, B.T., & Brody, A. (2008) Rating scale. Use scale to code responses in transcript provided. Gendlin, E.T. (1964) A Theory of Personality Change (online) Brodley, B. T. (1997) Does early in therapy experiencing level determine outcome? Unpublished paper. (Handout) Brodley, B.T. (1990). Client-centered and experiential: Two different therapies. In Lietaer, Rombaults, and Van Balen, (Eds.) Client-Centered and Experiential Therapy for the Nineties. Leuven, Belgium: University of Leuven Press.

11/4/09 Client-centered therapy with children, families & couples

Required reading: Moon, K.A. (2008). An essay on children, evil and the actualizing tendency. In B. Levitt (Ed.) Reflections on Human Potential. Ross-on- Wye, UK: PCCS Books. Moon, K.A. Nondirective client-centered therapy with children. (O) 11

Pildes, S. & Moon, K. A. (2004). “Automatic for the people”: Client- centered couple and family therapy. Presentation at the annual conference of the Association for the Development of the Person-Centered Approach, Anchorage, Alaska. (O) Brodley, B. T. (1993). Appendix & examples. In C. J. Topping, An equal prizing: Couple therapy from a client-centered perspective. Unpublished doctoral dissertation. University of Georgia. (R; O) .

11/11/09 CCT and Chronic Mental Illness

Required readings: Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN) Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN) Recommended: Prouty, G. (1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. (On reserve) Prouty, G., Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (R) Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed.), The Psychotherapy of the Psychoses (pp.285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (R)

11/18/09 Person-centered groups; issues of diversity in therapy

SECOND PAPER on your reaction to the readings is due today. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week.

Required readings: Rogers, C.R. (1970) On Encounter Groups. Harper & Row. (R) Rogers, C. R. Can I be a facilitative person in a group? (CRR) Bozarth, J. D. Non-directive person-centered groups. (EN) Hobbes, N. (1951). Group-Centered Psychotherapy. Chapter 7 in CCT. Brodley email handout on group guidelines

11/25/09 NO CLASS 12

12/2/09 Multiculturalism & Diversity Issues Paper presentations Required readings: Brodley, B.T., (2004). Uncharacteristic directiveness: Rogers and the ‘Anger and Hurt Client. In R. Moodley, C. Lago, & A. Talahite (Eds.) Carl Rogers Counsels a Black Client. Ross-on-Wye, UK: PCCS Books. Brodley, B.T. (2004). Postscript to ‘uncharacteristic directiveness.’ In R. Moodley, C. Lago & A. Talahite (Eds.). Carl Rogers Counsels a Black Client. Ross-on-Wye, UK: PCCS Books. Mier, S. & Witty, M. (2004) Considerations of race and culture in the practice of non-directive client-centered therapy. In Moodley, R., Lago, C., & Talahite, A. (Eds.) Carl Rogers Counsels a Black Client. (R; O) Patterson, C.H. (1996). Multicultural counseling from diversity to universality. Journal of Counseling & Development, 74, 227-31. (O) Knopf, N. (1992). Working with gay couples. (O)

12/9/09 Experiential theory and therapy Paper presentations

Required readings:

Note: Final Papers are due on the last day of class. 13

Disabililty Statement It is the policy of the Argosy University/Chicago 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 to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students 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. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

Academic dishonesty/plagiarism statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.

Technology Statement The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments.

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

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