Theories of Counseling



Southern Connecticut State University Theories of Counseling - CSP 569-01

Course Outline Spring 2008

Prerequisites - none

Dr. Patricia W. De Barbieri L.P.C. 3 credit hours

115H Davis Hall Class: Wednesday 5:00 – 7:30 pm

501 Crescent Street Davis 219

New Haven, CT 06515

Phone: 203 – 392-5483 office Office Hours:

Fax: 203-421-5701 Monday 12:00 – 1:00 p.m.

e-mail: debarbierip1@southernct.edu Tuesday 2:00 – 3:00 p.m.

5:00 – 6:00 p.m.

Wednesday 1:00 – 2:00 p.m.

3:00 - 4:00 p.m.

I am happy to speak with you about this course. If you would like to schedule an appointment, please call Ms. Tanya Jones the CSP Department secretary, at 392-5910 and she will schedule an appointment for you during my office hours, or you may visit the CSP office and schedule an appointment yourself in the OFFICE HOURS APPOINTMENT BOOK on the front desk. Please do not hesitate to contact me through office voice mail, e-mail, or fax, if you have a question, concern, or need assistance. I am happy to respond to your questions and appreciate your feedback. I believe that students learn best when they feel included and involved, when they collaborate with others, when they have the opportunity to reflect on the material and ideas presented, and when their perspectives and needs are heard, and their experiences and individuality are respected. It is my hope that you will both learn from and enjoy this experience. Please help me make this class a caring and valued learning community. Thanks!

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Disabilities statement: Please let me know if you have a specific disability on file with the disability resource office( EN C-16) requiring instructional modifications and/or accommodations. If you would like to speak with me about other information, such as emergency medical information, or arrangements in case the building must be evacuated, please do so as soon as possible so that together we can maximize your comfort and learning.

Course Description:

This course is designed to survey major theories of counseling and psychotherapy and the successful application of these theories to various client populations.

Learner Outcomes - During and as a result of this course learners will:

1. develop an in-depth understanding of the main forces of counseling and psychotherapy: analytic therapy; experiential and relationship models; behavioral and cognitive therapies; and, systems models. Each of these forces will be critiqued, discussed and assessed from a multicultural perspective.

2. understand the differences and inter-relationships among the various theories of counseling and psychotherapy and their successful application to various client populations.

3. develop a beginning ability to demonstrate these theories in practice.

4. formulate the foundation of a personal philosophy of counseling and psychotherapy.

5. increase their network of collegial relationships with classmates and faculty and assume responsibility for their own professional preparation and practice.

Mode of Instruction:

This course will include lectures, discussions, videotapes, group work, demonstrations, student presentations, writing, on-line case reviews and research. The emphasis is on experiential learning, which encourages in-depth understanding, reflection, and application of the theories studied.

A Message Concerning Written Assignments and Plagiarism:

In an effort to encourage CSP graduate students to write for publication when they are practicing counselors, APA style is expected to be followed in all written assignments, including reaction papers. Correct citations should be made for every source used. Failure to cite sources is plagiarism and will earn a failing grade for the assignment and/or the course and/or dismissal from the program. Failure to properly cite sources in APA format is unacceptable and assignments will be returned for proper edification. Writing should be in professional journal format which includes:

a) an introduction, in which you describe what the paper will discuss.

b) the main body of the paper, in which you present your documented and original thoughts, discussion and reflections.

c) a summary, in which you re-state and conclude what you have presented in the paper.

There is no exception to this format. Papers which do not follow this format will be returned without a grade for editing and resubmission.

Required Texts:

American Psychology Association. (2002). Publication Manual. (5th ed.). Washington D.C.: American Psychological Association.

OR

American Psychology Association. (2005). Concise Rules of APA Style. Washington D.C.: American Psychological Association.

Corey, G. (2005). Theory and practice of counseling and psychotherapy. (7th ed.). Pacific Grove. CA: Brooks Cole.

Rochlen, A. B. (2007). Applying Counseling Theories, Upper Saddle River, NJ: Pearson.

Additional readings from professional journals assigned in the course content section of this syllabus and on MY SCSU COURSE TOOLS.

Course Learning Activities and Requirements

Students are expected to:

I. Attend classes regularly, and on time.

II. Show mastery of the course content through :

• reading and being prepared to demonstrate knowledge of the subject through active participation in class discussions , completion of homework assignments, and in-class activities. Please see Assigned Weekly Readings in Course Content section of this syllabus for more information.

• the successful completion of a mid-term examination which will contain both multiple choice and application essay questions on the first half of the course content.

• the preparation of reaction papers reflecting on the assigned readings, class discussions and activities related to the different approaches to counseling studied. (4 Reaction Papers are required) Please see the GUILELINES FOR WRITING A REACTION PAPER below for more information.

GUIDELINES FOR WRITING REACTION PAPERS:

Papers are to be approximately 5 -7 pages in length.

A. The purpose of the reaction paper is to provide you with the opportunity to think about and reflect upon the theories being discussed. Please do not provide a summary of what you have read. Your focus is to be on your reaction to the chapters, class discussions and presentations about these theories. The reaction paper is to discuss what you think about some of the key elements of the theories (ie. view of human nature, nature of counseling relationship, counseling goals and techniques, etc.) and which of these element(s) you see yourself incorporating into your practice and why.

B. Your papers should reflect quality writing skills: write directly and informally, yet write in standard English. Use complete sentences, characterized by well developed grammar and syntax. Asking a friend to proof read your papers, and/or consulting with the Campus Writing Center (392-6824) may be helpful in this regard. Please use a standard introduction, body and summary in all written work to be graded in this course. (see page 2 of this syllabus, Mode of Instruction for more information)

C. Writing the first reaction paper: This paper focuses on the counselor as a person. The focus therefore is on your values, philosophy of life, and view of clients and how these will impact your professional practice, effectiveness, and ethics. This first reaction paper should focus on you as a practitioner. Focus your thoughts on how you will practice and on your reactions to the ethical dilemmas that you may face.

Corey devotes considerable discussion to personal characteristics of effective counselors, as well as the counselor’s characteristics, strengths, values, beliefs, and past experiences that might facilitate, impede or obstruct one’s ability to effectively work with clients in a counseling relationship. This first reaction paper should address these characteristics as well as some of the “Issues Faced by Beginning Therapists” that are particularly meaningful or relevant to you. What have you discovered, realized, learned about yourself, as a potential new counseling professional as a result of reading and reflecting on these first chapters and the in-class activities and discussions.

D. Writing your reactions to the theories (Corey, chapters 4-14 & Rochlen, chapters 1, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14 & 16): each paper should focus on your reaction to a particular theoretical perspectives and how these theories have affected your personal self-understanding in a number of the following areas:

• The theorist(s) view of human nature - your reflections on how these theorists view human behavior.

• The therapeutic goals - your reflections on whether you feel these are valuable, realistic and attainable.

• The functions and role of the therapist – your reflections on how and if these roles fit with your personality and anticipated professional style of practice.

• The client’s roles (what is expected of the client) – your reflections on whether these fit with your expectations for the clients you see yourself working with.

• The major techniques and methods (or lack there of) – and your reflections on these techniques.

• Your evaluation of the approaches – your reflections on the limitations, contributions, aspects you like most and least about the theories you are discussing.

Note: please do not simply summarize the theory and turn it in as a reaction paper…these papers should focus on your reflections regarding a particular theory or theories in terms of any of the above mentioned areas.

III. Complete a Demonstration Project. Working in teams or pairs each student will present a specific counseling theory of their choice, (goals, process, techniques, and language). Scheduling, formation of teams/pairs, and choosing of theories will be discussed during the second class. Each Demonstration Project will be presented on the day that the specific theoretical approach is scheduled to be discussed in class. Grades will be based, in part, upon in-class evaluations and feedback by peers. These evaluations address the groups’ preparedness and the extent to which they demonstrate the techniques, roles, and functions that characterize the specific theoretical approach. Your presentations are important, not only because they are evaluations of your in-depth understanding of a particular theory, but also because they will help you and your colleagues better understand these theories.

Presentations will include:

• a “live” role-play of a 10 minute counseling session in action. The session will be followed by a 10 minute discussion/explanation of the session with classmates, led by the presenters.

• an outline of key information about the theory for the class to use as a study aid to assist them in their understanding of the theory.

• a professional level presentation with focus on helping the class understand the theory. It is not expected to be a lecture or review of the text but the use of activities, demonstration and discussion to facilitate the class understanding of the theory being presented.

• approximately 60 minutes of class time used for this entire presentation.

IV. Prepare a final Counseling Perspective Paper. This paper will be a brief (5-10 page, double-spaced), statement of your chosen philosophical orientation and approach to counseling.

The Counseling Perspective Paper will include the name of the counseling theory you have chosen and an explanation of:

• the philosophical paradigm or view of human nature

• the function and role of the counselor

• the client’s function or role in the counseling process

• the goals, objectives or outcomes of the counseling process

• the nature of the counseling relationship with clients

• techniques and methods you would employ

• applications and limitations of this approach to counseling.

Grades will be based upon the extent to which your paper covers these points, and your reflections on how this theory integrates with your personal view of yourself as a practicing professional counselor, in addition to the quality of your written expression. This paper should begin with your first reaction paper and develop throughout the course of the semester.

While collaboration is an important and valued part of learning, It is expected that students will complete their assignments by working independently, except when working as team members, and invoke the principles of academic honesty and professional ethics. Student performance which violates the codes of academic honesty and professional ethics are subject to serious consequences by the instructor and the CSP Department.

Assessment:

Reaction Papers 40 points

Demonstration Project 15 points

Mid-Term Exam 20 points

Counseling Perspective Paper 15 points

Homework Assignments 5 points

Attendance & Participation 5 points

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100 points total

Southern Connecticut State University uses the following grading continuum. Cumulative point acquisition for the six evaluative criteria and the corresponding grade assignment is listed below. This point system will be used to calculate your final grade. (grading on individual assignments will have a different grading continuum depending upon the points assigned to assignment).

Points Grade Points Grade

98-100 A+ 78-79 C+

94-97 A 74-77 C

90-93 A- 70-73 C-

88-89 B+ 68-69 D+

84-87 B 64-67 D

80-83 B- 60-63 D-

0-59 F

Note on attendance and late assignments: Your full attendance at all classes is expected, as is your completion of all assignments on the date they are due. Failure to attend class will affect your grade. I assume that you, as adult learners, have chosen to attend and participate in this class at this time. I also assume that your choice to be part of the Department of Counseling and School Psychology at SCSU indicates that you have made this a priority in your life. Your attendance is critical to your own learning, and active participation is critical to the learning of all of your colleagues. As adults, some issues may arise that cause you to miss a class or may interfere with your completion of an assignment when it is due. Please notify me in advance, and in writing, if this should happen. Please note, that absences, even when excused, will affect your grade.

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