THEORIES AND STRATEGIES OF COUNSELING Graduate Class

Transcription

1 THEORIES AND STRATEGIES OF COUNSELING Graduate Class Course Objectives: 1. To gain a general understanding of some of the major theories of counseling and psychotherapy 2. To learn the helping skills 3. To become familiar with the counseling situation 4. To investigate the effects of your interventions Multicultural Statement: The Counseling Psychology Program is committed to creating a multicultural training environment, which is broadly defined as a place where individuals' diversity and opinions are respected. All faculty members strive to integrate multicultural and diversity issues in their courses in ways that are relevant to course content and process. It is hoped that students will contribute their unique perspectives to this effort by considering and raising issues related to multiculturalism and diversity and respecting others' worldviews throughout this course. Required Readings (Note that alternate readings are listed at the end of the syllabus) 1. Elliott, R., Watson, J. C., Goldman, R. N., & Greenberg, L. S. (2004). Learning emotion-focused therapy. Washington DC: APA. ISBN: Evans, F. B. (1996). Harry Stack Sullivan: Interpersonal theory and psychopathology. Florence, KY: Taylor & Frances?Routledge. ISBN: Farmer & Chapman (2008). Behavioral interventions in cognitive behavioral therapy. Washington DC: APA. ISBN: Hill, C. E. (2004). Dream work in therapy: Facilitating exploration, insight, and action. Washington DC: American Psychological Association. ISBN: Hill, C. E. (2009). Helping skills: Facilitating exploration, insight, and action (3rd ed.). Washington DC: American Psychological Association. ISBN: McGoldrick, M., Giordano, J., & Garcia-Preto-N. (Eds.) (2005). Ethnicity and family therapy (3 rd ed.). ISBN: Selected readings. 7. Miller, W. R., & Rollnick, S. (2002). Motivational interviewing. New York: Guilford. ISBN: Wachtel, P. L. (2008). Relational theory and the practice of psychotherapy. New York: Guilford. ISBN: Wolfe, B. E. (1995). Understanding and treating anxiety disorders: An integrative approach to healing the wounded self. Washington DC: American Psychological Association. ISBN: DVD (recommended) American Psychological Association (2008). Helping skills in practice: A three-stage model (with Clara E. Hill, PhD). Washington DC: American Psychological Association. ISBN:

2 FORMAT OF CLASS MONDAY 1:30-4:30 DISCUSSION SECTION: I hope that this class will be a true seminar in which all of us participate equally. We will read several books about theories of counseling and psychotherapy. I expect you to do the reading before you come to class. Each person should come prepared with specific questions or comments about the assigned book. Each person will be responsible for leading one of the class sessions either alone or teamed up with someone else (see the * in the schedule for the weeks that are available). These sessions should be creative and provocative rather than just providing a summary of the reading. Students will also be responsible for outlining books so that others can use these for studying. Send your outline to the course reflector on Friday before your presentation. To practice helping skills and to demonstrate the theories, we will be using role plays: each person can either create a fictitious person to use in the role plays or use mild personal concerns (do not disclose about abuse or intent to harm self or other in these practice sessions, as I am required by ethics and law to report such things). THURSDAY 12:30-3:30 PRE-PRACTICUM: This is your opportunity to learn, practice, and examine your own counseling skills. The 2 nd and 3 rd Thurs of the semester will involve learning and practicing the helping skills. We can schedule extra sessions for students who need more practice with the helping skills. The 4 th Wed will be an orientation to the lab (to be changed). You will see volunteer students from undergraduate classes for 45-minute videotaped sessions for one or more sessions. In these sessions, you will have the opportunity to try out the various skills and theories that we will be reading about in the class. You will also observe sessions of classmates who see clients during a different hour than you do--hence, each Thurs you will do 1 session and observe one session (hopefully observing as many different people as possible). You will also be involved in collecting data after all your sessions to evaluate the effectiveness of your interventions. Of the 10 available Thursday sessions, you will be expected to have at least 8 sessions. You will be expected to make up sessions if you have fewer than 8 sessions. To make up sessions, you will need to make special arrangements with your supervisor (you can never see a client without a supervisor present). You are expected to see a variety of clients in terms of age, gender, and race/ethnicity. We will go over the procedure for calling potential clients in class. Your supervisor will observe all of your sessions. You will be responsible for bringing a videotape and an audiotape recorder to the sessions. You are also responsible for knowing how to work the video equipment and making sure that your video equipment operates before you start. You are responsible for making sure that the rooms are clean when you leave and that all furniture has been put back into its proper place. From 3-4 on Wed, there will be a group debriefing session, so that you will have an opportunity to talk about your session immediately afterwards with your peers and supervisor. SUPERVISION: Your supervisor will watch your session live and will also meet with you for one hour of individual supervision at a time to be arranged. You should listen to the audiotape/watch the videotape of your session and write complete process notes before supervision. You are expected to get your written process notes about the session to your supervisor as per your supervisor s deadline. Your supervisor will hold a final individual evaluation meeting with you at the end of the semester, at which time he or she will provide you with written evaluation of your progress (which goes into your program file, and stays within the program). 2

3 REQUIREMENTS 1. Attend and be on time for every class, pre-practicum session, and supervision session. If, for some extraordinarily good reason, you will not be able to attend, you should inform me ahead of time. 2. Do all the readings ahead of time and contribute to discussion in class. Bring at least one specific question or comment to each discussion. 3. Take responsibility for one of the class presentations. 4. Outline 1 book for your classmates. Turn in the outline of your book on the Friday before the class to all your classmates and me 5. Initial paper on your autobiography and theory. There are no right or wrong answers for this paper; my main concern is your level of self-reflection. Please do not disclose anything about abuse or intent to harm self or other, given that I am required by ethics and law to report such things to the appropriate authorities. With these limits to confidentiality, you only need reveal as much about yourself as you feel comfortable doing. I am the only person who will see this paper so I hope that you will use it as an opportunity to really explore yourself deeply and honestly (I have a horrible memory so I will undoubtedly forget everything that you write). DUE SEPTEMBER 22 a) Autobiography: What led you to want to be a therapist? What influence did your biology, your family, the environment, and your personal agency (free will) play? What are your hopes and anxieties about being a therapist? Who are you and what do you personally bring (strengths and handicaps) to the counseling setting? Do not make this just a dull recitation of facts, but try to convey your enthusiasm about who you are as a person and a therapist. This is your opportunity to begin looking at your contribution as a therapist to the therapy endeavor. (5-10 pages) b) Hot Buttons: What do you anticipate will be the aspects of working with clients that will be hardest for you? (3-5 pages) c) Description of your theory of personality development and therapy: How do people develop and how can they change? Note that this will form the basis of a paper that you will carry with you through the program and continue to think about and revise and then turn in as a part of your comprehensive examination. Hence, I expect it to reflect your current level of development rather than the final answer about your theory. (5-10 pages) 6. Research Report: This report is a dual opportunity for you to learn about doing process research and learn about yourself as a counselor. You will be examining the effects of your interventions with one of your clients. Your paper will consist of several sections. You should use the following sections as subheads in your paper: a) Description of the chosen research client: Include as much client history as you were able to obtain, as well as presenting problem, appearance, and your initial reactions to the person (both positive and negative). Describe what transpired with this client in the research session, putting the transcript into context with what's gone on before and afterwards in the case (if you saw the client more than just for the research session). b) Transcript of Session: You will transcribe a session of your choice (excluding minimal statements such as MmHmm and summarizing lengthy client statements). Use a pseudonym or initials for your client. For each therapist speaking turn (each time the therapist speaks), you should segment the transcript into response units (essentially grammatical sentences; see Web Form C in the student area of the Web site for Helping Skills: After each speaking turn, use the following format to record your helpfulness rating, indicate what you were thinking and feeling, indicate what you think the client was thinking or feeling (backing this up with observations of the videotape), and write what 3

4 you would have liked to have said and code the response modes for the ideal statement. I will check the accuracy of the response modes and give you feedback. You will revise the transcript and use the revised data in your final report. Example: CL: Blah, blah, blah. HR: That must have been difficult./ How did you feel about it?/ How old were you when that happened?/ Codings of helping skills Helper helpfulness ratings What were you thinking or feeling? What do you think the client was thinking or feeling? Note nonverbals from watching tape What would have been a better intervention? 1, 3, 2 5 I was feeling annoyed and thinking that the I think the client may have been a bit wary of me. He How are you feeling right now? (3) client was having a hard moved back in his chair. time saying his feelings. CL: Blah, blah, blah. HR: have you considered going to the counseling center?/ I think you should go./ Codings of helping skills Helper helpfulness ratings What were you thinking or feeling? What do you think the client was thinking or feeling? Note nonverbals from watching tape What would have been a better intervention? 11/10 3 I felt this urge to tell the client what to do. I think The client didn t even seem to hear me. He had a far off look You sound really upset right now./ (5) maybe that was because in his eye. Maybe he s used I was in a similar to people telling him what to situation when I was an do and ignoring them. undergraduate. NOTE: PART 6a and 6b DUE NOVEMBER 10 c) Present a table scores (means of scales, not individual items) of SEQ and WAI-s for each session for both therapist and client across the entire semester, the M and SD across all sessions in the semester, and the norms (these will be provided for you) in Table 2. Highlight the scores for the chosen research client. Present ALL RAW DATA ALONG WITH SCORING. Do an effects size d analysis (M 1 M 2 /averaged SD) to determine if your data is higher or lower than the norms (>.80 = large ES, = medium ES, = small ES). Discuss the data thoroughly. d) Analyses of techniques in chosen research session. Make a preliminary table of the data for each of the skills used in more than 3 speaking turns in the session indicate the helpfulness ratings (count only once per speaking turn for each skill. For example, for open questions: Turn 1 7 Turn 5 5 Turn 7 6 Turn 8 5 Total 5 4

5 M and SD 5.60 (.89) From these preliminary tables, construct a summary table of the frequency and proportions of use of all of the response modes. Also provide the average (M and SD) of the helpfulness ratings for all those skills used in more than 3 speaking turns. Also include the frequency and proportion of response modes of the ideal statements. Discuss these data thoroughly, including a description of specific interventions in the transcript that were rated highest and lowest by you (copy the actual statements into your paper). Skill Frequency actually Used % Used T Help M T Help SD Frequency Wish Used % Wish Used Approval-Reass C Question O Question Restatement Reflection Challenge Interpretation Self-Disclosure Immediacy Information Direct Guidance e) Theoretical Conceptualization: Of the theories that we have covered in class, which one best fits this client? Discuss how you would conceptualize this client according to your chosen theory and then spell out what your treatment plan would be if you were to see the client for brief therapy (12 sessions) at the Counseling Center. f) Conclusions: What have you learned about yourself as a counselor from this research exercise? What things do you need to work on in terms of therapeutic skills? Use the data (SEQ, WAI-S, helpfulness of helping skills, actual vs ideal skills) to provide supporting evidence for your conclusions. Throughout this section, refer to the Hill (2009) book in discussing your results. Refer back to your personal background paper. The key to this section is your being able to use the data to help you understand what went on with this particular client in this session. Some questions you should answer are: What worked in this case? How were you most helpful? What were your most helpful skills and why? How did your personal reactions to the client interfere with the process? What did you learn about yourself during supervision? What would you have liked to have done differently? How did the client and therapist variables and the therapeutic relationship influence which skills were used and how helpful they were? How were you with this research client compared to others in the semester? How does your view of your strengths and weaknesses now compare to what you thought at the beginning of the semester? g) Conclusions about your theoretical orientation: How have you changed? What do you see as your challenges for the future in terms of your theorizing? This paper should be about double-spaced typed pages (not counting the transcript). THE FINAL PAPER IS DUE THE MONDAY DECEMBER 8. Late papers will be graded down an entire grade (e.g., A to B) for each week they are late, with lateness 5

6 defined as anything after the beginning of class on the day the paper is due. 7. In-class final exam. Two or three questions will be asked on this three-hour final. One question might ask you to consider a hypothetical client and describe how you would treat this client according to two or three of the theories that we have covered (I would tell you which theories to use on the day of final). Another question might ask you to integrate the theories that you read during the semester. Or another question might ask you to apply the theories you have read to some innovative question related to counseling psychology. Note that these are possible types of questions I reserve the right to ask other questions. This will NOT be an openbook exam. Please bring a laptop computer for the exam or make arrangements with me ahead of time for alternate ways of taking the exam. INSURANCE: Before seeing clients, all students should purchase student insurance for professional protection. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: If you have a documented disability and need special accommodations, please inform me within the first two weeks of class about your needs. I will consult with the department chair and the director of the Disability Support Service to determine the appropriate academic accommodations. RELIGIOUS OBSERVANCES: You are excused from class for religious holidays. Please inform me in advance that you will be absent. You will be expected to make up the work that you miss during your absence. ACADEMIC INTEGRITY: The University of Maryland, College Park has a nationally recognized Code of Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit To further exhibit your commitment to academic integrity, remember to sign the Honor Pledge on all examinations and assignments: "I pledge on my honor that I have not given or received any unauthorized assistance on this examination (assignment)." NO INCOMPLETE GRADES WILL BE GIVEN IN THIS CLASS 6

7 Schedule Date Monday Discussion (1:30-4:30) Date Wed Practicum (1-3) Sept 4 Introduction Sept 8 Exploration Stage (Hill HS 1-8) Sept 11 Practice Exploration Skills *Sept 15 Humanistic Theory (Elliott 1-8, 11-12) Sept 18 Practice Exploration Skills Sept 22 Insight Stage (Hill HS 9-11) Sept 25 Meet with supervisors INITIAL PAPER DUE SEPT 22 Sept 29 Insight Stage Oct 2 Session *Oct 6 Psychodynamic Theory (Evans 2-5,7) Oct 9 Session Oct 13 Insight Stage (Hill HS 12-13) Oct 16 Session *Oct. 20 Interpersonal Theory (Wachtel 8-12, 6-7) Oct 23 Session Oct 27 Action Stage (Hill HS 14-17) Oct 30 Session Nov 3 Action Stage Nov 6 Session *Nov 10 Behavior/CogTheories (Farmer 1-10) Nov 13 Session PARTS 6A AND 6B DUE NOV 10 *Nov 17 Behavior/CogTheories (Miller 1-14) Nov 20 Session Nov 24 Integration (Wolfe 4-6, 9) Nov 27 Thanksgiving Dec 1 Multicultural (McGoldrick et al.) Dec 4 Session Dec 8 Dream Work (Hill DR 1-4) Dec 11 Session FINAL PAPER DUE DEC 8 Dec 10 Review and Integration of Theories (students assigned theories they didn t present in class) Dec. FINAL EXAM * date available for student(s) leading the class discussion 7

8 Alternate Readings I use my two books (helping skills; dreams) as the basis for every course, but I alternate the other books each year so that I get a chance to read new books. Here s a list of some of the other books I ve used in recent years: Atkinson, D. R. (2004). Counseling American minorities (6 th ed.). New York: McGraw-Hill. Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall. ISBN: X01. Chapters 2, Binder, J. L. (2004). Key competencies in brief dynamic psychotherapy. New York: Guilford. ISBN: Ellman, S. J. (1991). Freud s technique papers : A contemporary perspective. Northvale, NJ: ISBN: Parts II & IV. Gabbard, G. O. Long-term psychodynamic psychotherapy. Arlington, VA: American Psychiatric Publishing, Inc. ISBN: Gurman, A. S., & Messer, S. B. (Eds., 2003). Essential psychotherapies: Theory and practice (2 nd ed.) NY: Guilford. ISBN: Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford. ISBN: McWilliams, N. (2004). Psychoanalytic psychotherapy: A practitioner s guide. New York: Guilford. ISBN: Prochaska, J. O., & Norcross, J. C. (2007). Systems of psychotherapy: A transtheoretical analysis. Belmont, CA: Thomson Brooks/Cole. ISBN: Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. ASIN: B000H7HBDK. Parts I & III. Safran, J., & Muran, C. (2003). Negotiating the therapeutic alliance. New York: Guilford. ISBN: Segal, Z. V., Williams, J. M. G, & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression. New York: Guilford. ISBN: Stadter, M. (1996). Object relations brief therapy: The therapeutic relationship in short-term work. Northvale, NJ: Jason Aronson. ISBN: Teyber, E. (2005). Interpersonal processes in psychotherapy: An integrative approach (5 th ed.). Belmont, CA: Wadsworth/Thomson Learning. ISBN: Yalom, I. D. (1998). The Yalom reader: Selections from the work of a master therapist and storyteller. New York: Basic Books. 8

9 ISBN: Chapters 1,2,4,5. 9