APPL 605 (Section 185): Advanced Theories of Personality & Counseling

APPL 605 (Section 185): Advanced Theories of Personality & Counseling Spring 2017 3 Credit Hours Mondays 5:30 p.m. - 8:00 p.m. Business Center Room 313AInstructor: Michele Crisafulli, PhD Email: [email protected] This is the best way to contact me. I will respond to all emails promptly, generally within 24 hours during the week and 48 hours on weekends. If you have not heard back from me in this timeframe, I recommend sending a follow-up email. [Please note that e-mailing me is a better option than sending a message through Sakai.] Office: Learning Commons, Room 402; (410) 837-5889 Please note that I am rarely in this office and do not check voicemail associated with this number. The most reliable and quickest way to contact me is by email. Office Hours: I will be available immediately before and after class, or by appointment.Catalog Description: Survey of major theories of counseling. Psychodynamic and humanistic theories of psychopathology and applications to clinical problems from each approach are included. *Please note that as part of your core curriculum, this course is designed to be theory-based, rather than technique- or experiential-based. We will discuss aspects of translating theories to therapy, but our main focus will be the theory itself.Student Learning Outcomes: By the end of the course, students will be able to: 1. Critically evaluate the major theories of personality, counseling, and psychotherapy, as well as the techniques and practices associated with those theories 2. Integrate theory and empirical evidence into their own operating theory(/ies) of counseling and behavior change 3. Function as both independent and collaborative learners 4. Present oral and written case conceptualizations that are based on informed decisions regarding theory and research 5. Describe how theory, research, and practice are integrated in the scientist-practitioner model of professional counseling 6. Articulate their own developmental process toward the professional identity of an informed, intentional, and ethical counselor***Important Note About This Class: This is an advanced theories class at the graduate level, which means that students need to be prepared to study theories at a more intense and deeper level than is typically required in an introductory theories course. If you have not had a personality theories course prior to this one, please let me know so that we can have a discussion about whether you are ready for this course and any additional measures you may need to take in order to be successful.Required Texts & Resources:  Prochaska, J. O., & Norcross, J. C. (2014). Systems of psychotherapy: A transtheoretical analysis (8th ed.). Stamford, CT: Cengage Learning. (ISBN: 9781133314516)  A book (chosen from list on p. 7) by a major theorist on the theory you choose for your final paper  Scholarly articles related to theory you choose for your final paper  Selected chapters and articles, which will be made available in class or onlineRecommended Texts & Resources:  American Psychological Association. (2010). Publication Manual of the American Psychological Association. (6th ed.). Washington, D.C.: Author. [Please note that whether you choose to purchase this text or not, you will be expected to closely follow all elements of APA style delineated therein.] 1 Course Policies & General Guidelines: 1. Respect & Professionalism: Respectful behavior is essential to creating a comfortable classroom community where all members feel safe taking the types of risk that promote learning. Disruptive behavior (e.g., having side conversations, verbal aggression, using computers or other electronic devices for ANY purpose other than note taking) will not be tolerated and may result in dismissal from class. Additionally, students must adhere to all of the Standards and Expectations for Graduate Students listed at the end of the syllabus. Failure to adhere to the Standards may result in a lower grade in the course, which could include failing the course. Adherence to the Standards may be evaluated through the Professional Counselor Performance Evaluation (PCPE; available on Sakai).2. Participation & Attendance: As this is a graduate-level course, students are expected to come to class prepared to be active participants in their learning. Please come to each class with a question or note for discussion in mind, drawn from your readings for the week. I may call on people at random and ask you to share yours. Being an active class participant also means that you make reasonable efforts to attend each and every class period. This is a vital part of your educational experience, as well as the experiences of other students – it is important for you all to have the opportunity to learn from each other! With that said, I understand that illness, weather, and personal emergencies do happen. Should you be unable to attend class for one of these reasons, be sure to inform me and submit all required assignments before class that day. While you should attend every class if possible, students may miss class twice without direct penalty to their course grade. After the second absence, your final course grade will be reduced by 3% for every missed class period, or you may be administratively dropped from the course at the instructor’s discretion. Punctuality is also an important part of professionalism and demonstrates respect for your classmates and instructor. As such, two late arrivals to or early departures from class (defined as missing 5 minutes or more of class) will constitute an absence. 3. Obtaining materials from missed classes: If you miss all or part of a class, it is your responsibility to obtain any materials or announcements you may have missed from a classmate. Once you have done so, I am happy to answer any questions about them, but please do not send me emails requesting to know what we covered in class during your absence.4. Sakai: Sakai is our course management system. Please check our Sakai site for important information about our class, and make sure that your UBalt email account is set up to receive messages. If you do not check your UBalt email account, you will miss emails pertaining to our class and other classes. You may find it useful to forward your UBalt emails to a preferred personal account, such as gmail, Comcast, etc. 5. Inclement weather/class cancellation policy: There may be occasions when UB is canceled for reasons such as inclement weather. If you receive an official UB alert or see the campus cancellation posted on ubalt.edu, you can expect to receive an email from me also. Even if we do not meet in-person, our “Virtual Class” will require that you complete readings and assignments due that day. Please note: Your safety is important to me. In the event that there is inclement weather but campus is not closed, I encourage you to use your best judgment in deciding whether to travel to campus. In these situations, please email me and submit any required assignments before class. Please also complete required readings.6. Academic Integrity: Academic integrity is fundamental to your work in this and all other courses. Additional information on UB’s policies on academic integrity may be found toward the end of this syllabus. If you have questions about plagiarism, citation requirements, acceptable levels of assistance for a given assignment, or anything else related to academic integrity in this course, it is your responsibility to ask me for clarification! Please do not guess. Not understanding the policy does not excuse not following it.Assignment Expectations: 2 All assignments are due on the date stated on the syllabus or announced in class. Written assignments must be turned in via Sakai Assignments before the start of class (i.e., 5:30 p.m.) on the day they are due. Unexcused late assignments will be subjected to a 10% grade reduction per calendar day. Please note that the full 10% will be deducted if you hand the assignment in after 5:30 p.m. on the day it is due.In cases of excused late assignments, you must communicate with me prior to the due date to set up a date by which the assignment will be turned in. Extensions to due dates will be granted only for dire unforeseen situations.Papers must meet graduate-level standards for quality of writing, including grammar, spelling, sentence structure, paragraph construction, and appropriate use of 6th edition APA style. To keep standards consistent for all papers, use of Times New Roman text style, 12-point font, double spacing, and 1-inch margins will be required. Quality of writing will be weighted equally with content in determining your grade. In order to maximize your success in this class, you are highly encouraged to make use of the services offered by writing consultants in the Achievement and Learning Center.Assignments and Exams (i.e., ways you earn points in this class):1. Initial thought/reflection paper (15 points): The purpose of this paper is to get you beginning to think about the nature of personality, suffering, behavior change, and other constructs relevant to counseling and psychotherapy. Please address the following questions: What do you see as the root of most human problems and suffering? What keeps problems going, rather than getting better? How do people make changes in their lives? How does talking about issues make a difference? Draw upon your own life experience, formal and/or informal, NOT on “expert” views. Do NOT quote people such as Freud and Rogers—go on what you know from your own life.  Length: 2-3 pages (600-900 words)  Due: 2/6 by 5:30 p.m., posted to Sakai Assignments via TurnItIn2. Biographical sketch (15 points): This paper will serve as the basis for your conceptualization exercises, case presentation, and final paper (#4, 5, and 6 below, respectively) this semester. Select an individual you know very well, such as a friend or family member, who is currently struggling with something in her/his life. This should be someone with whom you will not be tempted to share what you write. Write a brief biographical sketch capturing the uniqueness of this individual with the following information (feel free to use headings if this helps you keep yourself organized):  Relevant demographic information (e.g., gender, age, race/ethnicity, sexual orientation)  Description of the “presenting problem” or issue with which this person is currently struggling  Summary of the person’s life history including her/his environment during childhood, as well as critical incidents, experiences, and decisions made over the course of development  Strengths and weaknessesKeep in mind that this paper is to be a factual report of the person’s life. Do NOT give your impressions regarding “why” he/she has behaved or lived as he/she has. You may include her/his impressions regarding the “causes” of events in her/his life if you know them.Also, please take care to disguise the identity of this person. You are not to reveal how you know this person in your paper or to members of the class. If you need to address your relationship with this person in your paper, discuss yourself in the third person. Length: 3-4 pages (900-1200 words)  Due: 2/13 by 5:30 p.m., posted to Sakai Assignments via TurnItIn3. Journal article review (20 points): Choose a theory covered in class about which you are interested in learning more. Find an empirical article (i.e., an article that includes data) from a peer-reviewed journal that is relevant to 3 your chosen theory (let me know sooner rather than later if you have questions about whether an article you have found qualifies). Post a pdf of the article titled with proper APA citation in the appropriate Discussion Forum on Sakai for that theory. Write a paper that includes the following:  A summary of the major aspects of the theory as described in your textbook (the length of this will vary, though would likely be difficult to complete in less than 300 words)  A summary of the main points of the journal article (be sure you do not simply paraphrase the Abstract)  An explanation of how the article pertains to the theory  Your reaction to the article (strengths or weaknesses you see, ways the article expands your understanding of the theory, things that surprised you, etc.)Keep in mind that you may not complete your journal article review using the same theory as you use for a conceptualization exercise (see #4, below). Also, be sure you are prepared to discuss all aspects of this assignment in the related class.  Length: 3-4 pages (900-1200 words)  Due: by 5:30 p.m. on the day the theory you choose is discussed in class (please see schedule), posted to Sakai Assignments via TurnItIn (plus article posted to appropriate Discussion Forum). Note that you must complete either this assignment or at least one conceptualization exercise by 3/13/17.4. Conceptualization Exercises (15 points each, 30 Total): You will complete two conceptualization exercises over the course of the semester. For each one, choose a theory you think provides a useful lens through which to conceptualize the difficulties being experienced by the individual described in your biographical sketch (#2, above). Write a paper applying the main aspects of the theory to explain the “why” behind the individual’s personality, behavior, decisions, etc. Be creative with this opportunity to apply these theories. Challenge yourself to remain open to the information each theory provides. Questions that may be helpful to consider include: How does this theory help explain the individual’s personality?  How does the theory shed light on the origins and/or maintenance of the individual’s presenting problem(s)?  What are the terms and concepts from the theory that are most relevant to this person’s life? (Make sure you provide specific examples to show you understand both what these concepts mean and how they manifest for this person.)  What would the theory suggest are the major targets for change in therapy? (Keep in mind that your task is NOT to delineate specific techniques you would use to treat them.) In selecting theories for which to complete your two conceptualization exercises, please keep in mind that you may not do a conceptualization exercise using the same theory as you use for your journal article review. You will also do an oral case presentation in conjunction with one of your conceptualization exercises (see #5, below). Length: 2-3 pages (600-900 words)  Due: by 5:30 p.m. at two time points in the semester in conjunction with the theory discussed (please see schedule), posted to Sakai Assignments via TurnItIn. Note that you must complete at least one of these conceptualization exercises or your journal article review by 3/13/17.5. Oral case presentation (20 points): In conjunction with one of the two conceptualization exercises you complete over the course of the semester (see #4, above), you will give a brief (6-8 minute) presentation on the person described in your biographical sketch (#2, above) from the chosen theoretical perspective. You will imagine that you are a clinician who operates from that theoretical orientation and are presenting to a treatment team (the rest of the class) on a client you have just assessed. Your presentation should include the following: basic demographic and background information, the client’s presenting concern, your conceptualization of the nature and causes of the client’s difficulties and personality (from the perspective of the theory), and your thoughts on 4 key targets for intervention. Note: Given that we are primarily concerned with theory (rather than technique) in this course, you should NOT discuss how you would plan to intervene. After you present, there will be a brief period where members of the class will ask you questions about the case that they believe would be of interest to other clinicians practicing from that theoretical perspective. Please keep in mind that throughout the presentation, you must take care to disguise the individual’s identity.  Additional requirements: Be sure to practice your presentation ahead of time to ensure you do not exceed 6-8 minutes. You do NOT need to prepare a PowerPoint presentation, though you should feel free to have notes for yourself to guide your presentation.  Due: Dates will vary. Slots will be assigned on the first day of class.6. Final paper (50 points): This paper is to be a consolidation of what you have learned over the semester in this course. It includes two components:  First, you will write an integrated, deepened conceptualization of the individual from your biographical sketch. You will select a theory from which to conceptualize this individual (it may be, but does not have to be, one of the theories you have used for a previous assignment). You will then read a book by the major theorist associated with that theory (see list at end of document), as well as at least two peer- reviewed journal articles pertaining to the theory. Using these resources, combined with what you have learned in class, you will write a final case conceptualization of the individual described in your biographical sketch. Be sure to include evidence (i.e., quotes, citations) that you have read and considered original works by theorists discussed in class, as well as empirical studies that support the application of the theory to this individual. (Length of this component: 4-5 pages, 1200-1500 words).  Second, you will discuss your developing and evolving personal theory of counseling and behavior change, including factors that, to date, have affected your current beliefs and theoretical preferences. You should refer back to your Initial Thought/Reflection Paper, comparing and contrasting it with your newer, perhaps more informed, personal theory. (Length of this component: 2-3 pages, 600-900 words).  More information on this assignment will be provided later in the semester.  Due: 5/8/17 by 5:30, posted to Sakai Assignments via TurnItIn AND in hardcopy format at start of class7. Exams (30 points each, 90 total): There will be three in-class, closed book exams, including multiple choice, matching, and short answer questions. All students are expected to make arrangements to ensure their on-time arrival to the exams. Once the first student to finish an exam has left the classroom, students who arrive to class after the first student to finish has left will not be allowed to take the exam and will earn zero points for that exam. If you are not present in class the day of the exam, you will receive no points for that exam. If you are in a position where you know you will miss an exam, you must come talk to me before the day of the exam if you wish to take the exam (note that permission for this to happen will be given at instructor’s discretion). Make-up exams will only be given under extreme circumstances and must be completed within one week of the original exam date. You must notify me that you will miss the exam before the exam, you must have a legitimate emergency, and you must provide appropriate documentation of the emergency to be eligible for a make-up exam.8. Participation (10 points): As noted above, your active participation in class is vital and expected at the graduate level. To encourage ongoing, appropriate participation, a portion of your grade is allotted to reflect the quality (and, to a much lesser extent, the quantity) of your contributions to the class. Please note that this is separate from any points that may be deducted from your final grade due to missing more than two class periods.Grade Evaluation Procedure: There are a total of 250 points possible in the course, broken down as delineated above. Your grade will be calculated by dividing the total number of points earned by 250. There is theoretically no upper limit on the number of As or Bs in the class, and there do not have to be any Cs or Fs. You are competing only with yourself and not with other class members.Grading Scale: A = 93% and above B+ = 87 - 89% C+ = 77% - 79% A - = 90% - 92% B = 80% - 86% C = 70% - 76% F = 69% and below 5 TENTATIVE LECTURE AND EXAM SCHEDULEScheduled topics and chapters may change. It is your responsibility to attend class and note any announced changes in the schedule. The chapter listed under “Reading” indicates the date by which the chapter should be read.Class Date Reading Lecture Topic Assignments Due** 1 1/30 Syllabus Course introduction Eells, 2013 Case conceptualization 2 2/6 Chapter 1 Processes and Stages of Change Initial thought/reflection paper p. 459-467 3 2/13 Chapter 2 Psychoanalytic Theory Biographical sketch Chapter 3 Psychodynamic Theory 4 2/20 Chapter 4 Existential Theory Chapter 5 Person-Centered Theory 5 2/27 Chapter 6 Experiential Theory Case presentations6 3/6 Midterm Exam #1 (Ch. 1-6) Chapter 7 Interpersonal Theory 7 3/13 Chapter 8 Exposure Theory You must have completed at least 1 Chapter 9 Behavior Theory conceptualization exercise or your journal article review by this date! ** 3/20 No Class – Spring Break! ** 8 3/27 Chapter 10 Cognitive Theory9 4/3 Chapter 11 Third-Wave Theory10 4/10 Integration of interpersonal, cognitive, Case presentations and behavioral theories Guest lecture: Diana Socie, Ph.D. (Behavior therapy with children) 11 4/17 Midterm Exam #2 (Ch. 7-11) Chapter 12 Systemic Theory 12 4/24 Guest lecture: Ashley Mayworm, Ph.D. (Multisystemic Therapy) Chapter 13 Gender-Sensitive Theory Chapter 14 Multicultural Theory 13 5/1 Chapter 15 Constructivist Theory Case presentations Chapter 16 Integrative Theory 14 5/8 Chapter 17 Comparative Conclusions & Integration Final case conceptualization/emerging Chapter 18 Future of Psychotherapy orientation paper (Must be posted to Sakai Assignments AND brought in hard copy to class!) 15 5/15 Final Exam (Ch. 12-18)** In addition to the assignments listed on this page, keep in mind that over the course of the semester you will also be completing the following: 1 journal article review, 2 conceptualization exercises, and 1 case presentation. Due dates will vary depending on which theories you choose, but papers will always be due by 5:30 p.m. (i.e., before class) on the day the theory is discussed. It is up to you to budget your time and ensure that you complete at least one of these assignments by 3/13 and that all are complete by the end of the semester!6 List of Authorized Books for Final Case Conceptualization Paper ***You may not read a book not on the list below unless you have approval from me beforehand.***1. Ansbacher, H.L. & Ansbacher, R.R. (1956). The individual psychology of Alfred Adler: A systematic presentation in selections from his writings. New York: Harper & Row. 2. Beck, A.T. (1976). Cognitive therapy and the emotional disorders. New York: Meridian.3. Beck, J. S. (2011). Cognitive Behavior Therapy, Second Edition: Basics and Beyond. New York: The Guilford Press.4. Ellis, A.E. & Harper, R.A. (1997). A guide to rational living. Hollywood, CA: Wilshire. 5. Enns, C.Z. (1997). Feminist theories and feminist psychotherapies: Origins, themes, and variations. New York: Haworth Press. 6. Frankl, V.E. (1986). The doctor and the soul: From psychotherapy to logotherapy. New York: Vintage Press. 7. Freud, S. (1917 [republished in 2013]). A general introduction to psychoanalysis. USA: Renaissance Classics. 8. Hayley, J. & Richeport-Haley, M. (2003). The Art of Strategic Therapy. USA: Routledge.9. Hayes, S., Strosahl, K., & Wilson, K. (2011). Acceptance and Commitment Therapy, Second Edition: The Process and Practice of Mindful Change. New York: The Guilford Press.10. Horney, K. (1987). Final Lectures. New York: W.W. Norton & Company. (Edited by D.H. Ingram, M.D.) 11. Glasser, W. (1975). Reality therapy: A new approach to psychiatry. New York: Harper Row. 12. Kirschenbaum, H. & Henderson, V.L. (1989). The Carl Rogers reader. New York: Houghton Mifflin Company. 13. Linehan, M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. New York: The Guilford Press.14. Maslow, A.H. (1999). Toward a psychology of being (3rd Ed.). New York: John Wiley & Sons. 15. Miller, W. & Rollnick, S. (2013). Motivational Interviewing, Third Edition: Helping People Change Applications of Motivational Interviewing. New York: The Guilford Press.16. Minuchin, S. (1974). Families and Family Therapy. Cambridge, MA: Harvard University Press. 17. May, R. (1983). The discovery of being. New York: W.W. Norton & Co. 18. Perls, F. (1977). Gestalt Therapy: Excitement and growth in the human personality. ME: The Gestalt Journal Press, Inc.19. Rogers, C. (1965). Client centered therapy. Houghton Mifflin.20. Skinner, B.F. (1976). About behaviorism. New York: Vintage Press. 21. Sue, D. W., Ivey, A., & Pedersen, P. (2009). A theory of multicultural counseling & therapy. USA: Cengage Learning.22. Wolpe, J. (1973). The practice of behavior therapy. USA: Pergamon Press. UB Policies and Procedures Related to Courses 7 Academic Integrity The University of Baltimore (UB) is a community comprised of students, faculty, administrators, and staff who share a commitment to learning. Exceptional academic honesty is essential to the university’s mission of learning, scholarship, and integrity. We believe:. Honesty is the foundation of personal integrity. . Honesty promotes substantive learning. . Honesty validates the recognition of scholarly achievement. . Honesty demonstrates respect for the work of others and enables effective cooperation.All members of our community share responsibility for actively fostering academic honesty, actively discouraging academic dishonesty, and engaging in ongoing discussion of activities that may violate the spirit of honesty.The Academic Integrity Policy provides information regarding behaviors that violate the academic standards at UB. These behaviors include, but are not limited to, plagiarism, cheating, falsification, and facilitation. Violations of the policy will likely result in charges which can lead to a failing grade on an assignment, a failing grade in the course, or even suspension from UB. All UB students are responsible for understanding their obligations under this policy. Students with questions about the appropriate use of materials or manner in which work should be done should speak with their professor or seek guidance from other resources at the university (i.e. Achievement and Learning Center or staff within the Langsdale Library). Plagiarism Tutorial All undergraduate and graduate students are required to take UB’s Pla gi arism T utorial before the end of their first semester at UB. Failure to complete the tutorial will preclude a student from registering for the next semester. 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The center provides reasonable and appropriate accommodations for students who have documented disabilities. Grade Challenges Students have the right to a grade based on their actual course performance as compared to an articulated standard that is applied to all those taking a course. Each instructor must therefore be able to articulate a uniform, identifiable standard that is applied in calculating any part of a student's course grade. That standard must relate to the course syllabus, academic instruction, and the assignments and materials that were provided to the class. The university’s p ol i c ies a nd p r o c edur e s r e lat e d to gr a de c h a l l e n g e s detail the processes to follow for students who have a grade challenge.Incomplete Grades and Requests Incomplete (INC) grades may be granted at the discretion of the instructor and the appropriate dean’s office based on unanticipated extenuating circumstances. However, INC will not be considered prior to the official WD deadline. After this date, an INC are ordinarily issued to students whose circumstances meet all five of the following conditions: . Your situation is emergent. By that we mean your situation was clearly unexpected, and there was simply no way you could have predicted it. . Your situation is exceptional, which often coincides with the first condition. By that we mean your situation is unique and extraordinary. . Your situation prevents you from completing your work. By that we mean your situation must seriously jeopardize your ability to complete work in the class. . Prior to requesting the Incomplete, you must be passing the course and have completed the vast majority of your work. . 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Langsdale Library R e f ere n c e & I n st r u c ti o n Li b r a r ia n s Learning Commons 3rd Floor lan g r e f @ u b a l t . e du 1.888.LANGREF or 410.837.4274 Reference and Instruction Librarians help all UB students develop core information literacy skills, improving their ability to locate, evaluate, and use information as independent, life-long learners. In addition, librarians meet regularly with students in one-on-one and small group settings to provide guidance as you work through various aspects of the research and writing process, such as topic formulation, search strategies, and the evaluation of sources. You can contact the Reference & Instruction Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, 10 instant messaging, and in person. In addition, you can get reference assistance even when the library is closed through Langsdale’s partnership with Maryland AskUsNow!’s chat service.Un i v er sity P ol i c e Charles Royal Bldg. 200 ubpol i ce d e p a rtm e nt@u b a l t . e du 410.837.5520 EMERGENCY PHONE: 410.837.4444 Relay users dial 7-1-1 From time to time, the weather, power outages, and other factors play a role in the daily life of the UB campus. Emergency announcements are communicated via the U B home p a g e; campus emails (to UB email addresses); the emergency notification phone line (410.837.4201); local media outlets; and the emergency Campus Text Alert System. Students, faculty, and staff are strongly encouraged to register for this emergency notification system. Once registered, you will be alerted to any emergency on campus regardless of where you are—on, off, or en route to campus. Sign up for the Campus Text Alert System through the tools in the MyUB portal. All UB students are encouraged to download the emergency phone app LiveSafe. The app connects UB students to the UB Police Department in a seamless manner, allowing for efficient communications and response. LiveSafe is free for all members of the UB community. S a k ai S upp o r t ubs a k a isupport@ub a l t . e d u 1.855.501.0856 Having trouble with Sakai? Call or email UB Sakai Support. You’ll speak with a real person who can help you with your problem or create an incident report for following up with your professor.Of f ice of T ec hn ology S er vic e s Academic Center 101 ca l l ce nt e r @ ub a l t . e du 410.837.6262 OTS provides technology support to the UB community.11 STANDARDS AND EXPECTATIONS OF COUNSELING GRADUATE STUDENTSIn addition to the specific criteria listed as the basis for grading in this course, the UB counseling faculty has adopted the following set of standards for graduate students. Each of these standards represents a skill set that is essential to becoming a competent professional, and will guide the evaluation of your performance in this and all counseling classes. a) academic performance and skills b) oral and written communication skills Criteria a and b are directly measured in each of the assignments in this course. c) motivation for academic and professional competence This is manifest on a regular basis by your classroom performance and preparation. It is manifest by your attitude toward learning and professional development and by your willingness to continually learn more and improve your mastery. It is part of the basis of your participation grade in this course. d) adherence to professional ethical standards Professional ethical standards which bind during the period of education and training are found in the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association, the Code of Ethics and Standards of Practice of the American Counseling Association, the Code of Ethics of the Maryland Board of Professional Counselors and Therapists, and the Code of Ethics and Professional Conduct of the Board of Examiners of Psychologists. University and Division standards regarding academic integrity, including plagiarism, also constitute ethical expectations of students. Professionals and trainees must be aware of these standards and meet them; ignorance does not remove accountability. This standard is part of the grading criteria in all assignments, and notably, in your practice counseling sessions. e) openness to beliefs and values other than their own You exhibit that you are able to work with people of other beliefs and values. It is clear that you do not impose your own values and beliefs on others. It is clear that you do not let your own values and beliefs interfere with the counseling process. You manifest this through your interactions with faculty, other students, and clients in your practice counseling sessions. f) capacity for self-reflection and personal growth You show that you are willing and able to accept criticism. You are responsive to feedback from those who are more trained and experienced than yourself and also from your peers. You attempt to change those personal and professional behaviors that need changing. You are not argumentative. You manifest this through your interactions with faculty, with administrators and other students, and especially, in relation to feedback you receive about your practice counseling sessions. g) maturity as reflected by attitude toward self and others You take your responsibilities seriously. You interact appropriately with peers and professionals. You manifest this in the classroom and in all the surrounding environments of the counseling program. h) psychological stability This is being judged by the counseling faculty, a panel of licensed, professional psychologists who are experienced clinicians. It is an especially important criterion in how it affects your performance in your practice counseling sessions. i) willingness to seek as well as provide therapeutic assistance None of us is perfect; even the healthiest of individuals can be in need of therapy in time of crisis and personal difficulty. You manifest this understanding and willingness, in general, and especially when it is true in your own case.12

APPL 605 (Section 185): Advanced Theories of Personality & Counseling

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