Counseling Theories



College of Menominee Nation

Course Syllabus

HUS 125: Counseling Theories

Instructor: Barbara Jordan, MS, CADCIII, LPC

Office Location: Rm. B, Basement of SD Hall

Office Hours: 30 minutes before and after class; other hours vary daily; check office door for hours

Course Meets: Wednesdays 2-4:50

Classroom Number: SD 121/GB 205

Prerequisites: None

Contact Information: 715-799-5600 x 3074, 920-965-0070, 800-567-2344

College Address: N172 STH 47/55

Keshena, WI 54135

E-mail: bjordan@menominee.edu

Textbooks/Materials:

Corey, Theory & Practice of Counseling & Psychotherapy. 7th Edition. 2005. Thompson. Brooks/Cole.

Course Description:

This course will provide the student with a number of counseling approaches that can be applied with AODA clients. It will familiarize the student with the approach and practice of each of the theories presented. The course will give the student a working knowledge of several counseling theories, including, but not limited to:

Psychoanalytic Theory Behavior Therapy

Cognitive-Behavior Therapy Adlerian Theory

Existential Therapy Reality Therapy

Solution-Focused Approach Person-Centered Therapy

Gestalt Therapy Family Systems Therapy

The students will become familiar with the origin, key concepts, and practices of each of the therapies presented. This course will provide the student with the competence to select the form of counseling approach that will be most effective and appropriate to assist clients, families, and groups toward the completion of identified AODA treatment goals. This course will help students develop flexibility while matching particular treatment theories to the unique needs of each client.

General Educational Objectives:

Analytical: Critical, level 3; Problem-solving, level 3

Communication: Written, level 2; Spoken, level 3; Multi-media, level 4

Culture/History: Native American, level 3; Personal, level 4

Human Experience: Civic, level 2; Professional, level 3; Leadership, level 4

Program Outcomes: Pass Wisconsin AODA Counselor Certification Exams, Create Environment Supporting Positive Behavioral Change, Implement Effective Counseling Practices for Individual & Group Clients, Facilitate Integrative Services to Support Clients’ Recovery

Course Learning Objectives:

By the end of this course, students will be able to:

1. Identify major theorists and the therapy they espouse.

2. Define terms associated with the major theories and utilize these terms correctly.

3. Describe the key concepts associated with each major theory.

4. Explain the therapeutic process of change as expressed by each major theory.

5. Identify and describe the therapeutic methods and techniques utilized by each major theory.

6. List the limitations and criticisms of each major theory.

7. Explain the multi-cultural applications of each therapy.

8. Compare and contrast one major theory with another major theory.

9. Recognize a therapeutic technique when observed in counseling, and be able to identify the applicable theory.

10. Apply each therapy to a case study.

11. Describe the eclectic approach to counseling therapy.

12. Select a counseling approach to be utilized to attain a specific treatment goal.

13. Understand a variety of counseling theories and practices, and how they can be applied to addiction counseling.

14. Develop the essential qualities of an effective, ethical AODA counselor.

Expectations of Students:

Students must provide a free exchange of ideas. This course encourages you to think and will challenge past and present paradigms. You will be expected keep up with the readings and should be prepared to discuss the lesson topic. As with any class discussion, your own input should be well thought-out and meaningful. I value your input! Your grade will be based on the completion of course assignments, which you’ll be expected to complete on time. For more information on specific assignments, see the Course Requirements” section below.

In order to keep on top of things, please pay close attention to the course schedule below. It will be easy to put off studying to attend to other responsibilities that may seem more pressing. However, as the Course Schedule below illustrates, we’ll be on a tight timeframe in this course. If, at any time, you feel you are having trouble keeping up, contact me immediately so that we can address the problem directly.

Course Schedule:

(Subject to change based on school closings and learners’ progress. All changes will be submitted in writing.)

Week 1: (8/26)

Review Syllabus and assignments.

Discuss Chapter 1 of Corey: Introduction and overview.

Present Theory Outline Template

Read: Chapter 2, Corey.

Week 2: (9/2)

Discuss The counselor: Person and Professional (Chapter 2)

Traits of an effective counselor

Personal Counseling for the Counselor.

Counselor values and therapeutic process.

Becoming an effective multicultural counselor.

Issues faced by beginning counselors

Read: Chapter 4, Corey.

Complete: Outline of Chapter 4 Highlights

Week 3: (9/9)

Discuss Psychoanalytic Therapy (Chapter 4)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limits and criticisms.

Read: Chapter 5, Corey.

Complete: Outline of Chapter 5 Highlights

Week 4: (9/16)

Discuss Adlerian Therapy (Chapter 5)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapters 6 & 12, Corey.

Complete: Outline of Chapter 6 & 12 Highlights

Week 5: (9/23)

Discuss Existential And Feminist Approaches (Chapter 6 & 12)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapter 7, Corey.

Complete: Outline of Chapter 7 Highlights

Week 6: (9/30)

Discuss Person-Centered Therapy (Chapter 7)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapter 8, Corey.

Complete: Outline of Chapter 8 Highlights

Week 7: (10/7)

Discuss Gestalt Therapy (Chapter 8)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Exam Study/Review

Week 8: (10/14)

Midterm Exam

Read Ch. 9

Complete Outline of Chapter 9 Highlights

Week 9: (10/21)

Discuss Behavior Therapy (Chapter 9)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapter 10, Corey.

Complete: Outline of Chapter 10 Highlights

Week 10: (10/28)

Discuss Cognitive-Behavior Therapy (Chapter 10)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapter 11, Corey.

Complete: Outline of Chapter Highlights

Week 11: (11/4)

Discuss Realty Therapy (Chapter 11)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Read: Chapter 13, Corey.

Complete: Outline of Chapter 13 Highlights

Week 12: (11/11)

No Class-Veterans Day

Week 13: (11/18) Discuss Post-Modern (Solution-Focused) Approaches (Chapter 13)

Key concepts.

Therapeutic process.

Application to Case

Multicultural techniques.

Limitations and criticisms.

Read: Chapters 14 & 15, Corey.

No outlines due for Chapters 14 & 15!

Week 14: (11/25)

Discuss Family Therapy (Chapter 14)

Key concepts.

Therapeutic process.

Application to case.

Multicultural techniques.

Limitations and criticisms.

Discuss IntegrativePerspective (Chapter 15)

The trend toward integration.

Issues related to process.

The place of evaluation and techniques.

Read: Chapter 16, Corey.

APPLICATION OF COUNSELING THEORY TO AODA CLIENT PAPER DUE (see item #4 under “Course Requirements”)

Week 15: (12/2)

Exam Review

Discuss Taking Integrative Approach With Case (Chapter 15)

Week 16: (12/9)

Final Exam

The above information and/or calendar in this course are subject to change. If change is required, the change will be in writing and provided to each student.

Course Format:

This course will be taught using lecture, discussion, experiential exercises and role-plays. To meet certification requirements of the state of Wisconsin, we will focus on the counseling theory criteria evaluated on the AODA counselor exam. Students will develop the knowledge and understanding of theory necessary for the exam, for practice as a beginning counselor, and for a foundation for advanced study of particular theories and therapies.

My goal is for this course to be an interesting, fun, and successful experience for you.

To achieve this goal, you must be willing to actively participate in discussion and other class activities. Please let me know if you have any special needs (e.g., learning disabilities, health, hearing or visual problems) or require any special assistance.

Assessment/Evaluation Methods:

The grade each student earns will be based on performance on/completion of:

1. Midterm and Final Exam (approx. 50 points each)

2. Outline of Chapter Highlights handed in at the beginning of each class; NO MORE than 2 pages. (20 points each)

3. Research Paper Applying Theories to Client: 3-4 page, double-spaced typewritten paper in which the student applies at least two counseling theories and their techniques in the treatment of an AODA client. In the paper, describe a hypothetical person or a real client/affiliate/friend/family member. Include the following sections in the paper (50 points):

* Brief description of situation

* Identification of Issues/Problems

* Rationale for choice of theories (why is each appropriate for this client?)

* Description of techniques (within each theory such as Realty, Gestalt, Cognitive-Behavioral, etc.) that may be most appropriate for the individual

The paper must include at least three citations from a primary source such as the Journal of Counseling and Development, “Addiction” , or “Professional Counselor” magazine.

Grades:

The following grading scale will be used for all assignments:

|95-100%=A | |

|90-94%=AB | |

|85-89%=B | |

|80-84%=BC | |

|75-79%=C | |

|70-74%=CD | |

|60-69%=D | |

|Below 60%=F | |

Late Assignments:

The course schedule above outlines the weeks/dates that reading assignments, pre-chapter self-inventories, discussion questions, and papers are due. The student is expected to complete those assignments by the dates listed on the syllabus. Unexcused late assignments will in a reduction in points and thus a lower grade. No late assignments will be accepted unless the student speaks to the instructor prior to the deadline regarding personal circumstances and/or necessary accommodations.

The following form will be attached to your returned work. Please be informed of these criteria in advance:

Critique of Your Assignments

Possible Number Number of

Of Points Points Given

________________________________________________________________________

Content: 8

(Meets assignment directives

Answers all questions required)

________________________________________________________________________

Clarity of Communication: 6

(Written or verbal)

________________________________________________________________________

Quality of Assignment:

(Grammar, Spelling, Conciseness) 6

________________________________________________________________________

TOTAL POINTS /20

_______________________________________________________________________

Class Participation Evaluation:

A=Always participates; always in attendance

B=Participates regularly; hardly ever absent

C=Participates as much as other group members; usually present

D=Occasionally participates; absent often

F=Never participates

Relevancy of Comments in Class:

A=Comments are always related to topic

C=Comments usually pertinent, occasionally wander from topic

F=Comments ramble, distract from topic

Attitude During Class:

A=Professional attitude always shown

C=Usually attentive & shows proper business behavior

F=Distracts from class & lacks initiative

Special ITV Issues:

• Silence cell phones and refrain from taking calls or text messaging.

• If calls must be taken, exit the classroom.

• ITV microphones seem to amplify whispering and background noise. Please be aware of your noise level. Limit paper shuffling and avoid side conversations.

• All students must seat within the view of monitors.

• Although this learning format may allow some anonymity, all students are still expected to arrive on time, stay for the duration of class, and participate actively in discussions. If no one arrives at a location by 30 minutes after class is scheduled to begin, equipment will be shut off.

• Speak clearly and loudly; your full participation makes the course more meaningful.

• Check the front table of the ITV room; instructor delivers via interoffice mail returned work and handouts that cannot be emailed.

• Check email the same day shortly before class. Quiz questions and important announcements will be emailed.

• Be prepared for class by reading each chapter assigned. Class discussion, lectures, activities, and guest speakers are based on readings. Instructor cannot carry the weight of the entire class!

• Ask questions. Clear communication is extremely important. Ask for what you need.

• Students are responsible for keeping copies of all materials submitted to the instructor as well as graded materials returned. It is the student’s responsibility to generate/maintain a copy of assignments that are “lost”, “missing”, or “in question”.

Dangerous Weather:

Closures resulting from severe weather conditions or natural disasters, or mechanical failures will be announced by the president or her designee. Campus closing will be announced on WTCH-AM 960 radio and Green Bay TV stations. When in doubt, a student should call 715-799-5600 for a recorded message. (p. 16 Student Handbook)

Excessive absences, signing in for, or by, other students may result in:

|Loss of attendance/participation point |

|Receiving a failing grade for the course |

|Being dropped from the class |

| |

|If you must miss a class, you should email me (bjordan@menominee.edu) or leave a message on my office voice-mail (715-799-5600). When|

|you return to class, it is your responsibility to determine what you missed during your absence. |

|Excessive tardiness, disruptive behavior, leaving class early, coming in late, |

|using class time to socialize, read, do work for other classes, and/or other forms of disruptive behavior may result in: |

| |

|Being marked absent for the class meeting, |

|Being asked to leave for the duration of the class meeting, |

|Loss of the attendance/participation points. |

Drops:

If you should need to drop the class, it is your responsibility to file appropriate drop forms with admissions and records before the official drop deadline (see college schedule). If you just stop attending class and don't file the appropriate forms, you could receive an F in the course.

Classroom Conduct:

Because students are enrolled in a Human Service Course and will learn how to understand and assess individuals who suffer from alcohol dependency, the students are expected to:

Demonstrate RESPECT for fellow classmates. This means being courteous and not verbally abusive or disruptive during the class.

Practice CONFIDENTIALITY with each classmate. Sometimes during discussions, classmates may share information of a personal nature. What is shared in the classroom is not to be shared outside of the classroom.

Attend class ALCOHOL FREE. See CMN Policy in Student Handbook.

Demonstrate ACADEMIC HONESTY. Cheating and plagiarizing are considered academic dishonesty. See CMN Policy in Student Handbook.

Turn cell phones to “vibrate” or “manner mode” and limit children in classrooms to sleeping infants so as not to interfere with other students’ learning.

Students shall honor the rights and respect the dignity of fellow students. This includes refraining from distracting side conversations and turning off cell phones, pagers, and laptops (unless special learning needs exist and have been pre-approved). Students shall protect classmates’ rights to confidentiality. Students should strive to acquire the knowledge taught in class to improve their clinical skills. Students are asked to inform instructor of conditions that may interrupt their ability to learn either in- or outside the classroom. The instructor, Learning Specialist, and/or fellow students can only provide assistance if you seek it.

Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding principles. Our students are proud of the work they do here and are committed to doing the best for their communities. Their grades, certificates, and degrees are their record of that work. These are used by prospective employers to make hiring decisions, by transfer colleges and universities to make admissions decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and, most importantly, by family and other community members to express their pride in our students accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic dishonesty. See the Student Handbook for more information on “Academic Misconduct.”

Incomplete Policy: Requests for a grade of “incomplete” must be initiated by the student to the instructor. Students may only request if at least 75% of course requirements have been met.

ADA Statement: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600. Adaptation of curriculum, instruction, or assessments may be made as required to provide for equitable participation.

Students with a disability, which affects their academic performance, are expected to arrange for a conference with the instructor in order that appropriate strategies can be considered to ensure that participation and achievement opportunities are not impaired. Please notify the instructor within the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from your physician may be necessary.

All students are encouraged to provide instructor with suggestions or other forms of constructive feedback regarding the class. Students can do this informally by speaking with the instructor, either in class or by appointment, and, if the instructor is unavailable, to then arrange an appointment with the Dean of Academic Affairs. This can also be done formally by completing the evaluation form distributed at the end of the course. If a student has a concern, issue, or question, the student must take responsibility to approach the instructor in a timely matter.

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