CEP 653-3 Foundations of Counseling Theories
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Department of Counseling, School and Educational Psychology
CEP 653 FOUNDATIONS OF COUNSELING THEORY
FALL SEMESTER 2012
CEP 653B Classroom: 19 Clemens Hall, Thursdays 1:00pm to 3:40pm
INSTRUCTOR INFORMATION
Instructor: Luis Antonio Tosado II, Ph.D., NCC, NCSC
Address: 407 Baldy Hall
University at Buffalo – SUNY
Buffalo, NY, 14260-1000
Phone: (716) 645-1111
Email: luistosa@buffalo.edu
Office hours: Tuesdays 6:00pm-6:50pm; Wednesdays 2:30pm-4:00pm;
Thursdays 12:00pm-12:50pm; & by appointment
COURSE DESCRIPTION
This course focuses on helping counselors-in-training understand and facilitate change in clients seeking counseling or psychotherapy services. It provides students a fundamental and comprehensive understanding of the philosophical, ethical, and psychological assumptions underlying the major counseling theories (e.g., cognitive behavioral) and approaches (e.g., brief solution-focused). In addition to a review of the major counseling theories/approaches, this course also examines important perspectives facing the counseling field:
• The nature of change in counseling/therapy
• Case conceptualization
• The medical model vs. the contextual model of counseling
• Efficacy of counseling and psychotherapy; evidence-based practice and outcome informed practice
• Working with diverse client populations (e.g., gender, ethnicity, disability, SES)
• Ethics in counseling
Students are expected to be able to critically think about the appropriateness or utility of a particular counseling theory, approach, or technique for varying client populations, problems, and settings.
The typical strategy used for learning course content is as follows:
1. Before class, students read assigned chapter(s) and/or other relevant reading materials for each week’s topic; watch the DVD Case of Stan relevant to the topic
2. The instructor delivers a brief overview or PowerPoint slide presentation relevant to the topic;
3. Small and/or large group discussions on the assigned topic are conducted.
4. Students take an in-class quiz on the topic;
5. Quiz items are reviewed;
Learning is both directive and interactive and students are expected to take an active role in the class. The instructor believes that graduate education depends upon active student involvement; it is the instructors hope that we have interesting conversations about topics that really matter. These conversations, therefore, are built upon the shared readings and allow us to discuss and evaluate your impressions, concerns, questions, and other thoughts about the topic at hand.
COURSE OBJECTIVES
Through lectures, group discussions, readings, course assignments and quizzes, students will become familiar with the major theories of counseling. They will be able to identify and evaluate concepts and compare and contrast them across theories. This class is not designed to make you expert in a particular counseling theory or approach. While basic theories are examined, applications of such theories to unique disciplines (e.g. School Psychology or Rehabilitation Counseling) will be addressed by readings, interactive discussion and learning from case studies in class. Although students may be involved in role-play or other demonstrations, the practice of particular techniques is to be performed in other coursework. In addition students will demonstrate understanding of the following areas:
1) Counseling Theories from the “practitioner” perspective
• Students should gain basic understanding of the theory, practice, and application of varied approaches to counseling.
• Students should be able to delineate counseling techniques from respective theories.
• Students should be able to apply various counseling approaches to conceptualize clients and their issues.
2) Counseling Theories from the “researcher” perspective (evidence-based practice)
• Students should be able to apply a scientific mind and research orientation to their study. They are to gather evidence and evaluate the effectiveness of counseling approaches in general, as well as their use with specific populations/settings.
• Students should be able to understand both the strengths and limitations of theories and understand how they may apply to diverse populations based on empirically-sound rationale and evidence.
• Be able to compare and contrast theories from both the contextual and medical models of counseling practice.
3) Awareness of and sensitivity to diversity and individual differences in counseling
• Learn the importance of diversity and individual differences in terms of understanding and applying theories to varying client groups (gender, age, ability/disability, clinical issues, clinical settings, ethnic groups, etc).
• Gain an appreciation of different types of counseling venues (school, counseling center, hospital, outpatient).
REQUIRED TEXT & DVD
Corey, G. (2013). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA:
Thompson/Brooks-Cole.
Corey, G. (2013). DVD Theory in practice: The case of Stan (9th ed.). Belmont, CA:
Thompson/Brooks-Cole.
REQUIRED READINGS AVAILABLE THROUGH UBLEARNS WEBPAGE
Boeree, C. G. (2006). Personality theories: Carl Jung. Retrieved from
.
Code of Ethics (2005). American Counseling Association.
Cross Cultural Competences (1992). Association for Multicultural Counseling and Development.
Duncan, B.L., Miller, S.D., & Sparks, J.A. (2004). The myth of the medical model. In B.L. Duncan,
S. D. Miller, and J.A. Sparks The heroic client. pp 21-48.
Meier, S.T. (2003). Case conceptualization. In S.T. Meier Bridging case conceptualization,
assessment, and intervention. Thousand Oaks, CA., Sage Publications, 14-48.
Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Counseling Psychology, 21(2), 95-103.
Wampold, B.E. (2007). Psychotherapy: The humanistic (and effective) treatment. American
Psychologist, 62, 857-873.
***Additional required readings will be distributed throughout the semester via UBLearns or in class.
EXPECTATIONS OF STUDENTS
This class is required for most majors in the Department of Counseling, School, and Educational Psychology (Counseling Psychology, Mental Health Counseling, Rehabilitation Counseling, School Counseling, and School Psychology). While the instructor prepares the content and facilitates the learning process, students are expected to be active learners – ultimately, students get as much out of the course as they to put into it.
Students are required to:
• Attend class every week. Students are expected to notify the instructor in advance should they have reasonable circumstances for not being able to attend a particular class.
• Participate in class discussions – this means asking questions, commenting, and providing your opinions. When opinions differ between individuals, it is expected that all parties will be respectful to others.
• Complete the assigned readings prior to coming to class.
• Be aware of and comply with assignment due dates. Students should approach the instructor early for concerns related to assignments or other class-related matters. Turning in assignments or taking exams late without prior permission from the instructor may result in reduction of points awarded on the assignment.
• Wireless Devices: As a courtesy to the instructors and other classmates, please turn off all cell phones, pagers, and other wireless devices before coming to class.
• Academic Integrity: See academic integrity and procedures at
“Academic integrity is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university’s imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas.”
Accessibility Resources
If you have a disability and may require some type of instructional and/or examination accommodation, please inform me as soon as possible so that we can coordinate the accommodations you may need. If you have not already done so, please contact the Accessibility Resources office. The office is located at 25 Capen Hall and the telephone number is (716) 645-2608.
ASSIGNMENTS & GRADING
Your grade for this course will be determined through class attendance, participation and various assignments. A letter grade (A – F) is assigned after students complete all course activities. The grade will be assigned based on:
1. Attend and actively participate in class. (10 points)
Because this class is experiential, you need to attend class. Formal attendance will be taken each class. If you need to miss a class for a good reason (e.g., illness, funeral, job interview), you should get in touch with the professor as soon as possible. Please prepare discussion questions prior to each seminar, which focus on your reactions, criticisms, or theoretical/ application issues, or on problems in understanding the constructs of the theory.
2. Conduct Two Practitioner Interviews (10 points)
Each student is to conduct two practitioner interviews and submit a written summary of each. Guidelines for submitting a written summary of the interviews will be posted on the class webpage, including, a sample of a completed interview paper. Each paper is worth 5 points for a total of 10 possible points for this assignment. The student is to identify a counselor, psychologist, social worker, or similar helping professional whom he/she will interview (each interview should last about 30 minutes). The purpose of the interviews is to have students find out the current practice and orientation of counseling approaches, preferably in two different counseling disciplines (e.g., school counseling, mental health counseling, counseling psychology, clinical social work, etc.). This assignment will prepare students to 1. think about the topic area they would like to pursue in the evidence-based annotated bibliography and 2. how they wish to articulate their counseling theory in an interview with the instructor at the end of the semester.
3. Weekly Quizzes (50 points)
There will be 10 quizzes of 10 questions; each question is worth 0.5 points each totaling 5 possible points per quiz. The format of each quiz question will be multiple choice, true-false, and/or short answer. All quizzes will be given at the end of the class period and will cover content from the assigned readings for that day. Students will be allowed to make up one (and only one) missed quiz in the case of absence.
4. Annotated Bibliography and presentation of relevant findings on Evidence Based or Informed Counseling Practice (25 Points)
The evidence-based or evidence-informed annotated bibliography is an assignment/resource consisting of current research evidence regarding a particular counseling approach or specific intervention or technique regarding a specific client population or counseling issue. Consistent with the objective of being able to acquire solid empirical support and being a well-informed consumer of clinical and evidence-based practice, this assignment requires students to conduct an objective review of the professional journals in the field in order to identify and understand a counseling intervention that works with a particular the population of interest. Detailed guidelines and a sample-annotated bibliography will be provided for students on the webpage under the Assignments Section.
Step 1: Choose a specific client population (e.g., substance abuse) or problem (e.g., phobias) and a specific theory, technique or treatment approach (e.g., systematic desensitization)
Step 2: Have the instructor pre-approve your selection of population and theory/technique – you can do this either in person, phone call, or through an email.
Step 3: Begin to look for recent journals (within the last 10 years), recent texts (2000 to present), and websites to support the effectiveness of one specific technique/counseling approach in the identified client population. The key to searching for empirical studies is to be comprehensive, including but not limited to:
• Talking to clinical professionals and/or professors with such expertise
• Using appropriate databases. E.g., PsycInfo for health-related clinical disorders or ERIC for more school-based or educational-based empirical studies.
• Select key words for your search – use them first singly then in combination
• Emphasize research that is published professional journals. The following is a list of some of the key journals that are often use in the respective disciplines.
o American Journal of Psychotherapy
o American Psychologist
o Health Psychology
o Journal of Career Assessment
o Journal of Consulting and Clinical Psychology
o Journal of Counseling and Development
o Journal of Counseling Psychology
o Journal of Mental Health Counseling
o Journal of Rehabilitation
o Journal of School Psychology
o Journal of Social Work Practice
o Professional Psychology: Research and Practice
o Professional School Counseling
o Psychological Bulletin
o Psychotherapy
o Rehabilitation Psychology
o Rehabilitation Counseling Bulletin
o School Psychology Quarterly
o School Psychology Review
o Social Work in Health Care
o Social Work Research
o The Counseling Psychologist
o Other journals that are specific to certain topic areas (e.g., Journal of Substance Abuse in addiction problems; The Harvard Mental Health Newsletter)
Step 4: Write a 10 to 15 page, annotated bibliography that summarizes data-based research findings. Most of these studies will be quantitative, but rigorous qualitative studies are appropriate as well (case studies or conceptual articles that are merely descriptive are not appropriate as evidence)
The components of the annotated bibliography should do the following:
• Identify the topic of focus of the bibliography, the search engines, and key words that you used to generate the list of articles that you cited.
• Indicate the basis or reasoning that you used to select/include the articles
• Cite each article in full APA reference style using the Publication Manual of the American Psychological Association (6th ed, 2010). You may also consult , as it has an excellent overview of APA style rules and formatting (with examples).
• Write a brief summary of the results of the identified studies. Use a single paragraph if you are citing a large number of studies (e.g., 30 articles), use longer more detailed summaries if you are citing fewer studies (e.g., 10 articles)
• Cite studied conduced within the last 10 years, although later studies may be used if they are considered landmark or classic.
• Attempt to find empirical studies that are as focused as possible. If there are experimental studies that compared a mixture of techniques within the same counseling/treatment approach, do attempt to select ones that provide strong support of one specific technique. If the multiple comparisons are across counseling/treatment approach, again, attempt to identity those that show support for the particular counseling/treatment of your choice.
A sample annotated bibliography will be provided to students as a model.
Possible Client Problems (Clinical Disorders found in the DSM-IV):
• Learning Disabilities
• Pervasive Development Disorders (e.g., Autism, Asperger’s Disorder)
• Attention-deficit and disruptive behavior disorders
• Eating Disorders
• Substance Abuse (e.g., specific drugs, alcohol)
• Schizophrenia
• Mood disorders (e.g., major depression, dysthymic disorders)
• Anxiety disorders (e.g., specific phobia, panic disorder, obsessive-compulsive disorders, post-traumatic stress disorder)
• Somatoform disorders (e.g., body dysmorphic disorder, pain disorder)
• Sleep disorders
• Mental retardation
• Personality disorders (e.g., paranoid, antisocial, borderline, narcissistic, dependent)
Other Client Issues:
• Career problems,
• Abuse and neglect,
• Bullying at school
• Self esteem
• Identify issues and sexual orientation
• Relationship/marriage and divorce issues
• Grief and loss
• Conflicts at school or work
Examples of Techniques or Approaches (included but not limited to):
• Dream analysis for children with attachment issues
• Adlerian therapy for children adjustment in school
• Adlerian therapy in dealing with racial conflicts
• Graded exposure in CBT for phobia
• Flooding in REBT for phobia
• Relaxation in chronic pain management
• CBT for depression (changing negative schema)
• Systematic desensitization for panic disorder
• Reality therapy with the delinquent population
• Reality therapy with alcohol abuse
• Systems therapy for children of divorce
Step 5: Presentation
Each student will share with the class their relevant findings. Each presentation should be approximately 5 minutes long. A rubric will be provided. I am not looking for regurgitation of the information and it’s theory but rather, your critical interpretation of it, a synthesis of the existing literature and your knowledge of it. Creativity encouraged. Powerpoints discouraged. When grading I will focus on the breadth, depth, and accuracy of your presentation as well as presentation delivery skills (i.e., preparation, class participation, use of presentation aids etc.
5. Articulation of Your Counseling Theory or Approach (5 Points)
Each student will meet individually with the instructor for 6 minutes to articulate his or her personal or preferred counseling theory or approach to working with clients. Essentially the student must discuss his/her theory or approach to working with clients in an informed and intelligent way. The verbal articulation will include, but not be limited to:
a) the nature of people and people’s problems (why they come into counseling),
b) counseling process and counseling techniques,
c) counseling outcomes,
d) client populations or problems or settings most amenable to the approach
e) evidence to support the theory or approach
This course requirement will be discussed more fully in class.
GRADING
Final course grades will be assigned as follows:
95 – 100 = A 88 – 89 = B+ 83 – 87 = B
90 – 94 = A- 80 – 82 = B- *A grade of “C” is not accepted for graduation
UBLEARNS
BLACKBOARD WEBPAGE & EMAIL
You must be enrolled in the course to access the Internet (Blackboard-based) course materials hosted by the UBLearns server. The course’s webpages provide a variety of materials such as the syllabus, lecture outlines, handouts, and study guides. Additionally, you will be able to participate in discussion boards, send email to classmates, check your grades, and get important class announcements. Students are responsible for being familiar with all of the information posted on the course webpage (some items may be obtained in class such as the syllabus, but many things will only appear on the webpage such as selected readings, PowerPoint slides, study guides). Therefore students are expected to check the webpage for information and announcements at least weekly. To access the web page, set your Internet browser to and select the CEP653 link after logging-in; or you may follow the link provided to you at your UB portal “MyUB” located at:
You will need to know your UB user name and password to access MyUB, the UBLearns server and Blackboard webpages (if you don’t know this information go to:
It is also vital that you activate and use your UB email account because email will be used for out-of-class communication. If you have not yet activated your UB email account go to: . If you prefer to continue to use another type of email account (e.g., Gmail, AOL, Yahoo) you can have your UB email automatically forwarded to this account. To forward or otherwise manage your UB email go to:
|TENTATIVE COURSE SCHEDULE |
|Session/Date |Topic |Assignments Due/Readings |
|Wk 1: Aug 29 & 30 |Introduction & Course Overview/Objectives |N/A |
| |Expectations | |
|Wk 2: Sep 5 & 6 |Counselor & Professionalism |Corey Chapter 2 & 3 |
| |Ethical Issues in Counseling Practice |ACA code of ethics (read the Preamble, Purpose, and Section A). You can |
| | |download the ACA code of ethics link below: |
| |Quiz 1 Chapter 2 & 3 and Ethics Code section A| |
| |only | |
|Wk 3: Sep 12 & 13 |Overview of Counseling Theory |Corey Chapter 15 – Tables 15.1 to 15.10 |
| |Psychoanalytic Therapy |Corey Chapter 4; Case of Stan Psychoanalytic |
| |Quiz 2 on Corey Chapt 4 Only | |
|Wk 4: Sep 19 & 20 |Jungian Therapy |Boeree (2006) |
| |Adlerian Therapy |Corey Chapter 5; Case of Stan Adlerian |
| |Quiz 3 Chapt 5 Only | |
|Wk 5: Sep 26 & 27* Yom |Existential Therapy |Corey Chapter 6; Case of Stan Existential |
|Kippur |Quiz 4 All Readings | |
|Wk 6: Oct 3 &4 |Person-Centered Therapy |Corey Chapter 7, Rogers (1957); |
| |Quiz 5 – All Readings |Case of Stan Person-Centered |
|Wk 7: Oct 10 & 11 |Gestalt Therapy |Corey Chapter 8; Case of Stan Gestalt |
| |Reality Therapy/Choice Theory |Corey Chapter 11; Case of Stan Reality Therapy |
| |Quiz 6 All Readings |DUE: Interview Summaries Paper |
|Wk 8: Oct 17 & 18 |Behavior Therapy |Corey Chapter 9; Case of Stan Behavior |
| |Cognitive Behavior Therapy |Corey Chapter 10; Case of Stan Cognitive |
| |Quiz 7 All Readings | |
|Wk 9: Oct 24 & 25 |Post Modern Approaches |Corey Chapter 13; Case of Stan Brief Solution |
|Wk 10: Oct 31 & Nov 1 |Post Modern Approaches |Corey Chapter 13; Case of Stan Narrative |
| |Quiz 8 (week 9 & week 10) |All Readings |
|Wk 11: Nov 7 & 8 |Feminist Therapy |Corey Chapter 12; Case of Stan Feminist |
| |Diversity |Cross Cultural Competencies, AMCD |
| |Quiz 9 All Readings | |
|Wk 12: Nov 14 & 15 |Case conceptualization |Chapter on Case Conceptualization (Meier, 2003) |
| |Quiz 10 -Meier Chapter Only |DVD Case of Stan Section 1. Intake and Assessment; |
|Wk 13: Nov 21 & 22 | No class – Fall Recess |NA |
|Wk 14: Nov 28 & 29 |Family Systems Therapy |Corey Chapter 14 |
| |Medical and Contextual Models |Duncan: The myth of the medical model |
| |Evidence-based and outcome informed counseling|Wampold: Psychotherapy: The humanistic (and effective) therapy |
|Wk 15: Dec 5 |Course summary – last class |Course Evaluation |
| |Each student will share with the class their |DUE: Annotated Bibliography and Presentation |
| |relevant findings on Annotated Bibliography | |
| |(5-7 Minutes). | |
|Final Week |Individual meetings with instructor to |NA |
| |articulate personal counseling theory | |
|**Instructor reserves the right to make adjustment to syllabus as necessary. |
|Rubric for Class Attendance & Participation |
| |Exceeds |Adequate |Emerging |Not Present |
|Attendance |Attends all classes, |Misses one full class; or |Misses two full |Misses more than two |
| |arrives on time and stays |comes late twice; and/or |classes; or comes late 3|classes and must withdraw|
| |for the entire class. (5) |leaves early twice. (3) |or more times; and/or |from the course. (0) |
| | | |leaves early three or | |
| | | |more times | |
| | | |(1) | |
|Class and Small Group Participation |Regularly |Occasionally |Rarely asks/answers |Never asks/answers or |
|Behaviors |asks/answers |asks/answers |questions or makes |makes comments that |
| |questions and/or makes |questions and/or makes |comments that |indicate familiarity with|
| |observations |observations |indicate familiarity |the topic, lecture, or |
| |that indicate reflection |that indicate reflection |with topic, lecture, or |assigned readings. |
| |and analysis |and analysis |assigned readings. |(0) |
| |appropriate to topic, |appropriate to topic, |(1) | |
| |lecture, or assigned |lecture, or assigned | | |
| |readings. (5) |readings. (3) | | |
| | | | | |
| | | | | |
| | | | | |
|Total Possible Points: 10 |
| | | | | |
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