CALDWELL COLLEGE Graduate Programs in Counseling Psychology. CAT504 Counseling Theory & Practice for Art Therapists I Fall 2010

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1 CALDWELL COLLEGE Graduate Programs in Counseling Psychology CAT504 Counseling Theory & Practice for Art Therapists I Fall 2010 Credit Hours: 3 Thur. 4:20-6:50pm Instructor: Marie Wilson, PhD, ATR-BC, LPC mwilson@caldwell.edu Office Hours: Mon. & Wed. 1-3pm, Thur. 2-4pm & by appointment Course Description: Includes study of major counseling theories and therapeutic approaches applicable to the practice of counseling and art therapy. The course emphasizes psychodynamic and humanistic approaches. Course Objectives: Examines theoretical and practice dimensions of major foundational therapeutic approaches. Course explores the history of counseling and psychotherapy, its foundations and impact on current practice with focus on Psychodynamic and Humanistic theories [reflecting CACREP Section II.G core objectives as cited]. OBJECTIVES 1. Relate a history of the profession of counseling through an examination of major theories (CACREP II.G.1.a.) 2. Identify theories associated with various counseling interventions, strategies and techniques (CACREP II.G.5.c.) 3. Appropriately employ strategies associated with various theoretical orientations to differing cultures (CACREP 11.G.2.d.5.a) 4. Utilize the major theoretical orientations that guide the counseling relationship and work with a variety of counseling orientations in class and through case studies (CACREP II.G.5.c.) 5. Through an understanding of the history of the profession and an overview of a variety of counseling theories and models of practice, explain the evolution of counseling approaches (CACREP II.G.5.d.) 6. Apply theoretically based strategies to the practice of art therapy with varying populations and treatment settings (CACREP II.G.5.a.) ASSESSMENT METHODS Class Participation, Student-lead role play, Position Paper Class Participation, Case Study Presentation, Student-lead role Class Participation, Case Study Presentation, Exam, Student-lead role Methods of Instruction: Faculty lecture, case examples Educational videos Class discussion Student-lead role play Revised 8/10 Page 1 of 5

2 Grading Scale: Grading Scale A = 94% A- = 90% B+ = 87% B = 84% B- = 80% Evaluation and Grading: C+ = 77% C = 74% C- = 70% F = below 70% Assignments: Evaluation and Grading: Chapter Outline & Presentation= 20%, Position Paper=20%, Case Presentation=20%, Class Participation, Weekly Assignments and Attendance=20%, Final Exam=20%. APA: All written assignments must adhere to APA format, 6 th ed., fidelity to this format will be one factor in grading. Assignments should reflect the student s planned and thoughtful research of the chosen or assigned topic, as well as clearly articulated and expressed goals for the paper. Late papers will be penalized one-third letter grade per class period. Chapter Outline & Presentation: Each student will select a chapter from Rubin to outline in order to lead the class in discussion. Students should be prepared to select and lead the class in an experiential artrelated exercise to help demonstrate how an art therapist would use this counseling theory with a specific client population (about 30 minutes in length). Due when scheduled. 20% Position Paper. This paper is an exploration of your own beliefs about the nature of people, problems, and change, and the counseling theory that fits best with your beliefs. You may use any theory or combination of theories studied in this class. You must cite a minimum of 6 scholarly sources (the Corey book can count as one), minimum of 8 pages of text (include a title page, running head, abstract and reference list), using this outline as a guide. Due 11/4. (20% of grade) Introduction Provide a general overview of the paper The Nature of People - Describe your view of the nature of people, and describe which theory seems closest to this view. A description of mental health or effective functioning should be included in this discussion The Nature of Problems Describe your view of how people develop problems, challenges, or ineffective functioning develop. Also describe which theory seems closest to your view. The Process of Change Describe your view of how people change in the counseling process. Include your view of the role the counselor should take and what the therapeutic relationship should be like to facilitate change. Indicate which theory seems most congruent with your views. Theory in Practice Describe techniques, strategies, and tools that you believe would assist in the process of change and with which theory they seem most consistent, borrowing from counseling and art therapy practice. Multicultural Considerations Summarize how cultural differences factor into your view of people, problems, and the process of change. Summary Summarize the key points of your discussion. Case Study (Written and Oral). You will be given several cases to examine and asked to select one to complete for this assignment. Having determined your understanding of the primary presenting problem, Revised 8/10 Page 2 of 5

3 describe your treatment interventions according to a theoretical approach studied in this course. Where you borrow from other theories, show how the Ways Paradigm allowed you to do so in a structured, purposeful way (Cheston, 2000). The paper should include a critical evaluation of your choice of theory, including its suitability for this case. Written: you must cite a minimum of 6 scholarly sources (the Corey book can count as one), minimum of 6 pages of text (include a title page, running head, abstract and reference list); Oral presentation minutes, Powerpoint and/or handouts highly recommended (see attached rubric). Due 11/18 (20% of grade) Attendance & Performance In Class Failure to be present regularly and on time will suggest that the course is not a priority. Absence from more than two class sessions will reduce your grade by 3 points. Your significant outside reading, including, but not solely those resources on the attached reading list, will enhance your contributions to class discussions. A variety of in-class activities and reading and online assignments will offer opportunities for you to explore the conditions and influences that contribute to effective helping and will be graded. (20% of grade) Performance Indicator Excellent (20-15 points) Satisfactory (14-10 points) Unsatisfactory (9 points or below) Overall Participation Evident that text assignments were read before each class, high quiz grades, active participation, regular, on time attendance and professional-like behavior in class (no side conversations, phone usage or texting). A majority, but not all, of the criteria for excellent participation were evident throughout the term, multiple absences. The majority of the criteria for excellence were not evident throughout the term, more than two absences. Course Outline: Class/Date 9/2 Course Introduction & Expectations Why Theory? The Counselor: Person & Professional Topic Under Consideration / Modalities /Readings Corey, 2, 3 Ethical Standards ACA & AATA Review 9/9 Psychodynamic Approach to Counseling Corey, 4 9/16 Psychodynamic con t Rubin, 1, 2; Student Lead Activity 9/23 Object Relations Approach to Counseling Sharf pp, Rubin, 4; Student Lead Activity 9/30 Self Psychology Approach to Counseling Sharf pp, Rubin, 5; Student Lead Activity 10/7 Jungian Analytic Approach to Counseling Corey, 4; Sharf pp 10/14 Jungian con t Rubin, 6, 7; Student Lead Activity 10/21 Adlerian Approach to Counseling Corey, 5, Rubin, 8; Student Lead Activity 10/28 Existential Approach to Counseling Corey, 6, Rubin, 12; Student Lead Activity 11/4 Person-Centered Approach to Counseling Corey, 7, Rubin, 11; Film; Student Lead Activity. Position Paper Due 11/11 Gestalt Approach to Counseling Corey, 8, Rubin, 9; Film; Student Lead Activity 11/18 Case Presentations Student Activities 11/25 Thanksgiving Day. No class. Gobble, Gobble, Gobble 12/2 Last Day of Class. Review & Summary Review for Exam 12/9 Final Exam Specifics TBA Revised 8/10 Page 3 of 5

4 Required Text and Other Materials: Corey, G. (2009). Theory and practice of counseling and psychotherapy (8 th Ed.). Belmont, CA: Thomson Brooks/Cole. Rubin, J. (2001). Approaches to art therapy: Theory & technique (2 nd Ed.). Philadelphia: Brunner- Routledge. Publication Manual of the American Psychological Association (6 th Ed.). (2001). Washington, D.C.: APA. ACADEMIC POLICIES Students are responsible for adherence to all academic policies as stated in the Graduate Catalog. In addition, because ringing cell phones can be distracting from the work at hand, having your cell phone turned off while in class will prevent unnecessary interruption. Academic Integrity. Policies regarding academic integrity, including plagiarism are defined in the Graduate Catalog. Violations of these standards will not be accepted under any circumstances. Any Student Who Has A Documented Disability and is in need of academic accommodations must contact the Office of Disability Services ( ) and notify the professor of this course. Students are required to provide written documentation of their disability in order to be eligible for accommodations. Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of ATTACHMENTS: (posted on BlackBoard). CACREP Standards for Mental Health Grading Grid / Rubric for Class Presentation Grading Grid/ Rubric for Written/Oral Assignments Cheston, S. E. (2000). A new paradigm for teaching counseling theory and practice. Counselor Education & Supervision, 39 (4), Cases of Flora & Julia Sharf Powerpoint Ways Paradigm Powerpoint Supplemental Reading List: Adler, A. (1979). Superiority and social interest. New York: Norton. Basco, M.R., & Rush, A.J. (2005). Cognitive-behavioral therapy for bipolar disorder. (Second Edition). New York: Guilford. Beck, A.T. (1993). Cognitive therapy: Past, present, and future. Journal of Consulting and Clinical Psychology, 61 (2), Clark, D.A. (2004). Cognitive-behavioral therapy for OCD. New York: Guilford. Cowan, E.W. (2005). Ariadne s thread: Case studies in the therapeutic relationship. Boston: Houghton- Mifflin. Ellis, A.E. (2003). Early theories and practices of rational emotive behavior therapy and how they have been augmented and revised during the last three decades. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 21, Estes, C.P. (1992) Women who run with the wolves. NY: Ballantine. Germer, C.K., Siegel, R.D., & Fulton, P.R. (Eds.).(2005). Mindfulness and psychotherapy. New York: Guilford. Glasser, W. (1986). Control theory in the classroom. New York: Harper & Row. Revised 8/10 Page 4 of 5

5 Guadalupe, K.L., & Lum, D. (2005). Multidimensional contextual practice: Diversity and transcendence. Belmont, CA: Wadsworth. Ivey, A. E.; D Andrea, M.; Ivey, M. B.; Simek-Morgan, L. (2002). Theories of counseling and psychotherapy: A multicultural perspective. (5 th Ed). Boston, MA: Allyn & Bacon. Ledley, D.R., Marx, B.P., & Heimberg, R.G. (2005). Making cognitive-behavioral therapy work: Clinical processes for new practitioners Littrell, J.M., &Peterson, J.S. (2005) Portrait and model of a school counselor. Boston: Houghton- Mifflin. Mirkin, M.P., Suyemoto, K.L., & Okun, B.F. (Eds.). (2005). Psychotherapy with women: Exploring diverse contexts and identities. New York: Guilford. Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin. Roth, A., & Fonagy, P. (2005). What works for whom? A critical review of psychotherapy research. (Second Edition). New York: Guilford. Sharf, R. S. (2004). Theories of psychotherapy and counseling: Concepts and cases. (3 rd Ed.). Pacific Grove, CA: Brooks/Cole Revised 8/10 Page 5 of 5