1 SCHC/PSYC 7400 Counseling Theory and Practice 3 SEMESTER HOURS Spring 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework) Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment. Equity Principle: All learners deserve high expectations and support. Process Principle: Learning is a lifelong process of development and growth. Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. Impact Principle: Effective practice yields evidence of learning. Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition. Standards Principle: Evidence-based standards systematically guide professional preparation and development. REQUIRED TEXTBOOKS Corey, G. (2013). Theory and practice of counseling and psychotherapy. (9 th Ed.). Belmont, CA: Thomson Brooks/Cole. Corey, G. (2009). Student Manual for Theory and Practice of Counseling and Psychotherapy (8 th ed). Belmont, CA: Thomson Brooks/Cole. COURSE DESCRIPTION This course is the introduction to major theoretical approaches to counseling and psychotherapy. Theories of personality and the causes of mental illness and emotional distress will be reviewed as frameworks for intervention. Specific case examples will illustrate applications of theory to professional practice. COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels.
2 II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students. III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession. COURSE OBJECTIVES (CO): All students will: 1. Demonstrate their knowledge of the basic underlying concepts of the therapeutic approaches introduced in this course through class discussions, exams, research papers, and reflection papers. 2. Demonstrate and apply knowledge of current ethical and legal issues in counseling through the use of case studies and by using decision making/problem solving methods through class discussions, exams and research papers. 3. Differentiate between appropriate multicultural theoretical concepts in plans for counseling diverse individuals by addressing potential issues using case studies for oral discussion and in written papers. 4. Develop a personal theoretical orientation for counseling and present results in a written paper. 5. Demonstrate basic practical skills for counseling, such as conducting intake interviews, mental status interviews, and by developing case conceptualizations for specific issues using specific theoretical approaches. Evidence will be found in exam results and in written assignments. M.S. Clinical-Counseling Outcomes Students will demonstrate: 1. Knowledge of varied and appropriate intervention strategies and the implementation skills to treat psychological problems. 2. Knowledge of the needs and culturally diverse clientele and demonstration of skills necessary to engage in culturally sensitive and effective practices. 3. Ethical decision-making and resolution of moral dilemmas. School Counseling Outcomes (F=Foundations; CP=Collaboration and Consultation; CPI=Counseling, Prevention, and Intervention) Students will: 1. CACREP SCHC.CPI.C.1. Demonstrate knowledge of the theories and processes of effective counseling and wellness programs for individual students and groups of students. 2. CACREP II.2.c. Describe theories of multicultural counseling, theories of identity development, and multicultural competencies. 3. CACREP SCHC.CP.M.4. Demonstrate knowledge of systems theories, models, and processes of consultation in school system settings. 4. CACREP II.3.d. Describe counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions, and will report on models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling.
3 5. CACREP II.5.e. Describe a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. 6. CACREP SCHC F.A.2. Describe ethical considerations specifically related to the practice of school counseling. 7. CACREP SCHC F.B.1. demonstrate the ability to apply and adhere to ethical and legal standards in school counseling. Board of Regents Principles This course will adhere to the following principles: IIA(1). Advocate for school policies, programs and services that are equitable and responsiveness to cultural differences among students. IIA(2). Advocate for rigorous academic preparation of all students to close the achievement gaps among demographic groups. IIA(5). Use student outcomes data to facilitate student academic success. IIA(6). Provide individual and group counseling and classroom guidance that promote academic success, social/emotional development, and career preparedness for all students. IIA(7). Collaborate with other professionals in the development of staff training, family support, and appropriate community initiatives that address student needs. IIA(8). Assess student needs and make appropriate referrals to school and/or community resources. IIA(9). Demonstrate mastery and application of the content knowledge in each of the following eight core areas of counseling recommended by Council for the Accreditation of Counseling and Related Educational Programs (CACREP): (1) Professional Identity and Orientation; (2) Social and Cultural Diversity; (3) Human Growth and Development; (4) Career Development; (5) Helping Relationships; (6) Group Work; (7) Assessment and Evaluation; and (8) Research and Program Evaluation. School Psychology Outcomes 2.4 School psychologists have knowledge of human development processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling. 2.7 School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students. 2.9 School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS COURSE TOPICS 1. Basic theories of counseling and psychotherapy a. Psychoanalysis b. Adlerian psychotherapy c. Person-centered theory
4 d. Behavior Theory e. Cognitive Behavior Theory f. Existential Theory g. Feminist Theory h. Family Systems Theory 2. Contemporary Issues in Psychotherapy 3. Basic skills related to the counseling process a. Intake Interview b. Case conceptualization 4. Introduction to treatment planning (empirically validated/theory related interventions) 5. Legal and ethical issues in counseling and psychotherapy 6. Development of personal theoretical orientation to counseling 7. Develop a cultural sensitivity and appreciation of diversity issues in counseling and psychotherapy ASSIGNMENTS Personal Theory Paper Beginning the first day of class, students are to begin the process of assessing their individual personality, world view, personal philosophy, and the unique developmental processes from which these attitudes have evolved. As the student learns about the different theoretical approaches to counseling covered in this course, s/he is to compare personal beliefs/philosophy/attitudes to components of each theory. Directions for the paper: a) Use APA guidelines for cover page, reference page, header, and headings. APA style must be followed, or the paper will be returned for correction before it is graded. Please ensure that you have completed a spell/grammar check before submission. As this course begins your professional education, you are obligated for all written material to adhere to the highest professional standards. b) Length: maximum 15 pages, not including cover page and references. An abstract does not need to be included. You are expected to use a minimum of 7 references outside of your textbook c) Clearly identify each of the following topics in your paper by including the headings and sub-headings with their identifying numbers/letters. d) Submit the paper by the deadline in the Blazeview drop box. 1. Personal beliefs about human nature a. Determinism vs. free will b. Unconscious and conscious processes c. Objective vs. subjective experience d. Intentionality e. Responsibility f. Negative vs. positive views of human nature 2. Personal Beliefs about lasting and integrative change a. Can people really change? b. What is needed for change? c. Insight goals vs. Action goals d. Rational process vs. Affective process 3. Choosing the theory that best fits your personality/world view; summarize each of the following topics and relate each to your personal opinion (cite sources for information on theories) a. Human Nature 1) Summary 2) Your personal opinion
5 b. Maladjustment/Psychological issues 1) Summary 2) Your personal opinion c. Therapeutic Goals 1) Summary 2) Your personal opinion d. Therapeutic process and techniques 1) Summary 2) Your personal opinion 4. State how your theory integrates personal beliefs for working with diverse populations. Note theoretical strengths and weaknesses, including personal blindspots, and include information on the establishment of rapport, and conduct of the counseling sessions and relationship. Be attentive to special considerations that will ensure cultural sensitivity. Your thoughts in this section must be researched, and the resources cited in the reference section. 5. Evaluate the assignment and give a sense of perspective to the paper. Please summarize the changes in self-awareness resulting from this assignment, particularly noting surprises and aha! moments that will become a personal focus of time and attention as you move through your graduate training. Self-inventory Reflective Journal Entries (10 total): details. See BlazeView and course schedule for Exams I and II (2) See course schedule for dates and chapters covered. Professionalism Professionalism is operationally defined as: Students are to maintain decorum of the highest standards expected of professional school counselors, professional clinical counselors, and professional school psychologists. It is expected that this class will serve as an entry point into your professional standing as a master counselor. We will strive to practice what we preach and behave accordingly Each member of the class has important thoughts and insight on all topics. Being prepared for and a part of the discussion are crucial in graduate school. Your contributions should come from reading assignments and from your thoughts about the topics. These contributions should be substantive and not merely your opinion. It is expected that you will come to class having read the assigned material and prepared to discuss and debate the theories and practices under study. Additionally, remember the importance of professionalism, teamwork (group work for our class), dependability, attendance, and punctuality in this and in every one of your courses. Productivity and reliability as a team member are a must. Professionalism includes attendance, and VSU policy requires class attendance. You will be expected to attend all class sessions unless outstanding and demonstrable circumstances arise. Unexcused absences and/or repeated late attendance will result in a percentage deduction of your professional grade. In accordance with VSU policy, missing greater than 20% of in-class time will result in an automatic failure of the course. Should you have an emergency, please contact the professor by or via cell phone. You will rate yourself and will be expected to write about specific examples of your professionalism in each of the areas described above in this course. The distribution is as follows: 10 points = exceptionally spirited class participation every class meeting, above and beyond teamwork, consistent attendance and punctuality 8 points = spirited class participation each class meeting with one exception (i.e. one absence), above and beyond teamwork, one late arrival. 6 points = average class participation each class meeting, one absence or late arrival, average group work. 4 points = less than average class participation or multiple absences with exceptional participation when present and excellent group work. 2 points = poor or little class participation in multiple class meetings, average performance in teamwork.
6 Additonal Important Course Information Wireless Devices: As a courtesy to the instructors and other classmates, please turn off all cell phones before coming to class. Blazeview: Correspondence for this course will be conducted using Blazeview ONLY. You are required to send your assignments through Blazeview. If for some reason this is not possible, you must contact the Help desk ( ) to get the problem resolved immediately. All communication, including grades, group s, and other class interactions, will be posted and found on Blazeview. Assignments: Post self-inventory reflections in the BlazeView discussions section. Papers will be posted to the drop box. INSTRUCTOR Name: Dr. Lee E. Grimes, Ph.D., LPC, NCC, Certified School Counselor Office Number: 2120 Office Telephone Number: Mobile Number: My cell is the best place to get me if you have a true emergency. General questions need to go through though. Address: The best way to reach me is through . Please use BlazeView for general course questions and to submit assignments. If your question is of a more critical nature, you are welcome to use my VSU . Additionally, I will contact you through your BlazeView account. Please check your BlazeView and the news section of the course frequently. I did not get the is not an acceptable response from a graduate student. I make every attempt to return s and phone calls within 24 hours unless it s over the weekend which may take until Monday. If you me on a Saturday or Sunday about an assignment that is due on the following Monday, you may not hear back from me until that Monday, the day the assignment is due. Please plan accordingly. Office Hours: Monday, Wednesday, and Thursday, 11:30 4:30 Web Resources: There are a variety of resources on the Web that relate to counseling theories. Here are a few of the more useful ones: 1. The website for the American Psychological Association The website for the American Counseling Association Psych Web by Russ Dewey There are very good, interesting resources here Counseling Psych on the net provides links to websites for all the major counseling theories and theorists.
7 5. Another website with links to major counseling theories and theorists National Association of Social Workers (NASW) 7. American Association for Marriage and Family Therapy (AAMFT) 8. National Organization for Human Services (NOHS) Grading Criteria (Evidence of learning): COURSE EVALUATION Midterm Examination: 40 points Final Examination: 40 Quiz Examination Total Score 40 Personal Theory Paper: 40 Reflective Journal Entries: 30 Professionalism 10 Total 200 To Keep Track of your Grades During the Semester: Course Activity Points Earned Write in Your Grades Here to Keep Track Out of a Possible 200 Points is the Maximum Possible Mid-term Exam #1 40 Final Exam #2 40 Quiz Exam Scores (8) Personal Theory Paper 40 Reflective Journal Entries 3 points each) 30 Professionalism 10 TOTAL Out of 200 You can compute your final grade by comparing the total number of points you earned to the grading scale below. Points = A, = B, = C, below 120 is failing.
8 DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM Below is information directly quoted from the Academic Honesty Policies and Procedures: Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics. The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website ( The consequences for acts of academic dishonesty in the Dewar College of Education are: FIRST OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern Form ( 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty ( SECOND OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern form ( The Dewar College of Education Concern Form Policy will be followed. 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty ( According to the Academic Honesty Policies and Procedures document, after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee. ACCESSIBILITY STATEMENT Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are (V), (VP)
9 STUDENT OPINION OF INSTRUCTION At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an notification through their VSU address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at Tentative Schedule of Assignments and Activities 7400: Theories of Counseling Spring 2014, Mondays 5:00-7:45 Any changes to this tentative schedule will be sent to students prior to the indicated date and assignment. Week 1, Jan. 13 Week 2, Jan. 20 Syllabus, the language of counseling and psychotherapy MLK Holiday, read ahead for next week Week 3, Jan. 27 Chapters 1 and 2; before class complete and post self-inventory reflection, discussion 1 Week 4, Feb. 3 Chapter 3; before class complete and post self-inventory reflection, discussion 2 Week 5, Feb. 10 Chapter 4; before class complete and post self-inventory reflection, discussion 3 Week 6, Feb. 17 Chapter 5; before class complete and post self-inventory reflection discussion 4 Week 7, Feb. 24 Chapter 6; before class complete and post self-inventory reflection discussion 5 Week 8, March 3 Exam I, chapters 1-6 Week 9, March 10 Chapter 7; before class complete and post self-inventory reflection discussion 6 MARCH SPRING BREAK Week 10, March 24 Chapter 8; before class complete and post self-inventory reflection discussion 7 Week 11, March 31 Chapter 9; before class complete and post self-inventory reflection discussion 8
10 Week 12, April 7 Chapter 10 before class complete and post self-inventory reflection discussion 9 Week 13, April 14 Chapters 11 and 12; before class complete and post self-inventory reflection in discussion 10 Week 14, April 21 Chapters 13 and 14 Week 15, April 28 Chapters 15 and 16 Personal theory paper due Week 16, May 5 Case Conceptualizations and course review; treatment planning; intake The final examination is on Friday, May 9 at 7:15. The exam covers all text (chapters 7 through 16), classroom lecture, and outside reading from midterm through the end of the semester. Dr. Grimes wishes to thank Dr. Rainer and Dr. Monetti for portions of this document inspired by their syllabus formats.
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