MISSISSIPPI STATE UNIVERSITY DEPARTMENT OF COUNSELING AND EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS

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1 MISSISSIPPI STATE UNIVERSITY DEPARTMENT OF COUNSELING AND EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Instructor Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C Assistant Professor of Counselor Education Office Phone: Cell Phone: Office Location: Allen 509F COE 8023 COUNSELING THEORY Section 2 Mondays, 2:00pm 4:50pm Office Hours Mondays, 11:45am-1:45pm & Thursdays, 3:45pm-5:45pm Catalogue Description: Study of the major counseling theories. Tentative Class Schedule of Activities: Reading Content Areas/Assignments: Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 1 DATE TOPICS READINGS ASSIGNMENTS 8/17 Welcome and Overview Review theories for Student Demonstration sign-up 8/24 Ethical Issues in Chapters 1, 2 & 3 Demonstration CACREP LO II.G1.a.,i.,j.;2.a.,f. Counseling Practice 8/31 Psychoanalytic Therapy Chapter 4 9/7 LABOR DAY HOLIDAY 9/14 Adlerian Therapy Chapter 5 9/21 Existential Therapy Chapter 6 9/28 Person-Centered Therapy Chapter 7 sign-up PRACTICE QUIZ DUE BEFORE CLASS: Ethical Issues in Counseling Practice NO CLASS MEETING Psychoanalytic Therapy Adlerian Therapy Existential Therapy 10/5 FALL BREAK NO CLASS MEETING 10/12 Gestalt Therapy Chapter 8 DUE BEFORE CLASS: Reaction Paper #1

2 Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 2 10/19 Cognitive Behavior Therapy Chapter 10 10/26 Reality Therapy Chapter 11 11/2 Feminist Therapy Chapter 12 11/9 Postmodern Approach: Solution-Focused Brief Therapy 11/16 Postmodern Approach: Narrative Therapy Chapter 13 Chapter 13 11/23 Family Systems Therapy Chapter 14 Person-Centered Therapy Gestalt Therapy Cognitive Behavior Therapy DUE BEFORE CLASS: Reaction Paper #2 Reality Therapy Feminist Therapy Postmodern Approach: Solution- Focused Brief Therapy Postmodern Approach: Narrative Therapy 11/30 Culminating Class DUE BEFORE CLASS: Reaction Paper #3 Family Systems Therapy 12/7 Final Exam Date DUE BY 11:59PM: Research Paper Course Objectives:The framework for the course is based on standards developed by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). In addition, the course also addresses the Conceptual Framework Program Outcomes (CFPO) developed for the College of Education at Mississippi State University, and InTASC Model Core Teaching Standards. Objectives for the course include: Student will become familiar with the history and philosophy of the counseling profession. (CACREP Core II.G1.a)

3 Student will become familiar with advocacy addressing institutional and social barriers. (CACREP Core II.G1.i) Student will become familiar with ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. (CACREP Core II.G1.j) Student will become familiar with multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally. (CACREP Core II.G2.a) Student will become familiar with individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies. (CACREP Core II.G2.d) Student will become familiar with counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body. (CACREP Core II.G2.e) Student will become familiar with counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. (CACREP Core II.G2.f) Student will become familiar with counselor characteristics and behaviors that influence helping processes. (CACREP Core II.G5.b) Student will become familiar with counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to 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. (CACREP Core II.G5.d) Student will use self-reflection for improvement of student learning and personal and professional growth. (CFPO #8: Reflection) The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (InTASC Standard #8: Instructional Strategies) Counseling Programs Mission Statement: The mission of the counseling programs is the development of students who can practice in a variety of professional settings including K-12 schools, institutions of higher education, clinical mental health settings, college counseling centers, and rehabilitation counseling settings. The faculty is committed to preparing graduate students who have solid theoretical knowledge, appropriate clinical skills, and an understanding of the scientist-practitioner model of working with individuals. Graduates are expected to contribute substantially to the improvement of the lives of individuals in our changing, technologically complex, and increasingly diverse society and to promote and conduct research designed to improve and advance the counseling profession. Required Texts: Corey, G. (2012). Theory and practice of counseling and psychotherapy (9 th ed.). Belmont, CA: Brooks/Cole. -and- American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 3

4 Recommended Text: Corey, G. (2012). Student manual for Theory and practice of counseling and psychotherapy (9 th ed.). Belmont, CA: Brooks/Cole. Course Requirements: ALL assignments and presentations should be of professional quality and follow current APA 6 th ed. guidelines. All assignments are due by the dates indicated on the schedule NO LATE ASSIGNMENTS WILL BE ACCEPTED Student Responsibilities and Activities (100% of student grade will be based on these activities) Class Participation (10% = 50 points) Your active participation and prompt presence is expected in all activities and classes; tardiness to class will result in deduction of participation points. Class participation is vital for acquiring the knowledge and skills necessary to achieve the course objectives. Additionally, students presence and participation contributes to the interchange of ideas and experiences. If you are going to miss a class, please let me know in advance (if possible). Reaction Papers (30% = 50 points per paper, totaling 150 points) The purpose of the reaction papers 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 papers are to discuss what you think about some of the key elements of the theories and which of these element(s) you see yourself incorporating into your practice and why. You will write a total of three (3) reaction papers, and each paper should focus on your reaction to a particular theoretical perspective and how each theory has affected your personal self-understanding in the following areas: o The theory s view of human nature - your reflections on how the theorist(s) view(s) human behavior; o The therapeutic goals your reflections on whether you feel these are valuable, realistic, and attainable; o The functions and role of the therapist and the nature of the counseling relationship your reflections on how and if these roles fit with your personality and anticipated professional style of practice; o The client s roles (what is expected of the client) your reflections on whether or not these fit with your expectations for the clients with whom you see yourself working; o The major techniques and methods (or lack thereof) and your reflections on these techniques. o Your evaluation of the theoretical approach your reflections on the limitations, contributions, aspects you like most and least about the theory you are discussing. (CACREP Learning Outcomes II.G.1.a.;2.d.,e.;5.b.,d; CFPO #8: Reflection) *NOTE: There is a three (3) page limit on the body of each paper for this assignment. Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 4

5 Research Paper Applying Theories to Client (SIGNATURE ASSIGNMENT; 30% = 150 points) You will need to integrate and apply two counseling theories and their interventions/strategies/techniques in the treatment of the client, Stan. The paper must include at least three (3) citations from different primary professional sources such as the Journal of Counseling and Development or Counselor Education and Supervision. Your paper will need to include the following sections: 1. Brief description of Stan including identification of issues/problems; 2. Therapeutic goals for working with Stan ; 3. Rationale for choice of theories why is each appropriate for this client?; 4. Description of interventions/strategies/techniques within each theory that may be most appropriate for Stan ; 5. Plan for integration and implementation of theoretical constructs as they apply to client conceptualization and presenting problems. (CACREP Learning Outcomes II.G.1.a.;2.d.,e.;5.b.,d.) *NOTE: There is an eight (8) page limit on the body of the paper for this assignment. Student Demonstration Presentations (15% = 75 points) Working in teams, students will participate in demonstration presentations in which they educate peers on a specified counseling theory and its application to a client population. Each demonstration presentation will be presented on the day that the specific theoretical approach is scheduled to be discussed in class. This is intended to be a professional level presenation 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 class understanding of the theory being presented. Presentations will need to include: o a live role play of a counseling session in action including all group members. This role play should last roughly ten (10) minutes and will be followed by a ten (10) minute discussion/explanation of the session with classmates, led by the presenters. The discussion should be bidirectional and include probes and questions for the group; o an outline of key information (e.g., goals, process, roles, techniques/interventions/strategies) to be submitted and distributed through Blackboard about the theory for the class to use as a study aid to assist them in their understanding of the theory. The outline must be posted on Blackboard prior to the class period in which you are presenting your counseling theory. To prepare for demonstration presentations, student teams may schedule a meeting with Dr. Goldberg during her office hours in the week(s) prior to the scheduled presentation in which they may view Corey s Stan video to assist with preparation for the live role play. Students will need to reserve and check out the TV/DVD media cart from the Counseling and Educational Psychology office or bring a laptop in order to view the video of their specific theory. (CACREP Learning Outcomes II.G.1.a.;2.d.,e.;5.b.,d.) Quizzes (15% = 75 points) You will have multiple choice quizzes for each chapter that we cover. You will not take these quizzes during class; rather, they will be administered through Blackboard. You will have until the following week after we cover a chapter to go onto Blackboard and take your quiz corresponding to that chapter. You will not be permitted to take quizzes after their deadlines. (CACREP Learning Outcomes II.G.1.a.,i.,j.;2.a.,d.,e.,f.;5.b.,d.) Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 5

6 Course Purpose and Methods of Instruction: The purpose of this course is to provide students with knowledge of major counseling theories. The course will present an overview of counseling theories and models, issues, resources, and techniques, as well as the role of multicultural issues in counseling theory. These objectives will be met through lecture, discussion, reflection, experiential activities, written student assignments, and student workshop presentations. Grading Point Scale: Total Point Values A B C D 299 and below F Letter Grade Course Grading: Assignment Point Values Percentage Points Class Participation 50 10% Reaction Papers % Research Paper (Signature % Assignment) Student 75 15% Quizzes 75 15% TOTAL POSSIBLE % Mississippi State University Policies: Student Honor Code Mississippi State has an approved Honor Code that applies to all students. The code is as follows: As a Mississippi State University student, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do. Upon accepting admission to Mississippi State University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor Code. Student will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the MSU community from the requirements or the processes of the Honor Code. For additional information, please visit: Title IX MSU is committed to complying with Title IX, a federal law that prohibits discrimination, including violence and harassment, based on sex. This means that MSU s educational programs and activities must be free from sex discrimination, sexual harassment, and other forms of sexual misconduct. If you or someone you know has experienced sex discrimination, sexual violence and/or harassment by any member of the University community, you are encouraged to report the conduct to MSU s Director of Title IX/EEO Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 6

7 Programs at or by to Additional resources are available at or at Support Services Students who need academic accommodations based on a disability should visit the Office of Student Support Services, 01 Montgomery Hall, call , or visit the website at Incomplete Grades A grade of I (Incomplete) may be submitted in lieu of a final grade when the student, because of illness, death in his or her immediate family, or similar circumstances beyond his or her control, is unable to complete the course requirements or to take final examinations. Graduate students who receive a grade of I must complete all work no later than the last day of class of the next semester (excluding summer) whether the student is enrolled or not. Failure of graduate students to remove an I grade during the specified time will result in an automatic grade of "F. Once a grade of I has been converted to an F because of a student s failure to complete the necessary course work or a lapse of the allowable time, no additional grade change will be allowed except under extreme circumstance(s) as recommended by the relevant deans and approved by the Provost and Executive Vice President. Cell Phone and Technology Policy Cell Phones and Electronic Devices in the Classroom: In order to limit classroom disruptions, as well as to protect against academic misconduct, the use by students of cell phones, messaging devices and other electronic devices is prohibited in the classroom. (Mississippi State University Academic Operating Procedure 10.08). Students who text message, talk on their telephones, answer their cell phones during class, or who appear to be engaged with their cell phones in the classroom will be dismissed from class. No exceptions. Students should not bring their laptops to class. Students who use their laptops in class will be dismissed from class. No exceptions. Department Retention Policy: The Department of Counseling and Educational Psychology faculty endorse the American Counseling Association (ACA) and the American Psychological Association (APA) Code of Ethics that state that faculty members have a responsibility to dismiss students who are unable to render competent service due to academic or personal limitations. The faculty also recognizes their obligation: to assist students in obtaining remedial assistance as needed; to consult with colleagues and document their decision to refer students for assistance or to request that students be dismissed from the program; and also to assure that students have adequate recourse to address decisions made. For more information visit: Academic Programs Standards Policy: The Department of Counseling and Educational Psychology defines unsatisfactory performance in graduate level course work as a grade of U, D, or F in any course and/or more than two grades below a B. Failure of the master s comprehensive examination twice, failure of the written doctoral preliminary/comprehensive examination twice, oral doctoral preliminary/comprehensive examination twice, or failure of the doctoral dissertation defense twice also constitute unsatisfactory performance. Any of these or combination of these Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 7

8 will result in termination of the student s graduate program in the department. For more information visit: Course Instructor Policies: Absences Members of the faculty evaluate student fitness and performance on an ongoing-basis. The faculty makes judgments as to students fitness and performance based on observations of course performance, evaluations of students performances in simulated practice situations, supervisors evaluations of students performances in clinical situations, and their adherence to their discipline s codes of ethics. A series of formal evaluations are conducted at key stages of the student s education such as at the end of each fall and spring semester and prior to enrollment in practicum and/or internship. In addition to reviewing students academic performance, students personal characteristics related to professionalism are evaluated using the Personal Characteristics Review Form (PCRF). Students with multiple absences are also evaluated to determine their continued success in the program. Missed Exams There will be no makeup exams without instructor permission. Missed Assignments All assignments are due as noted on the syllabus. Late assignments will not be accepted unless alternate arrangements have been made with the course instructor. Written Assignment Policy Students are expected to adhere to the APA style guidelines (6th ed.) for all written assignments submitted. Papers are expected to be of professional quality including clear and concise language, free of any grammar and punctuation errors, and organized to flow. In addition, all work submitted should be the result of the student s own original efforts. All submitted assignments that do not meet these standards will be graded accordingly. Policy Each student at MSU has access to an individual account through the university system. All students are expected to activate this account and to check messages on a regular basis. Announcements and attachments as supplements to the textbook may be sent periodically to class members through Blackboard. Students will be held responsible for accessing any or materials posted for this course. The and Blackboard systems are also very helpful for maintaining communication between the instructor and students. Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 8

9 Supplemental Resources Professional Journals 1) Counselor Education and Supervision 2) Journal of Counseling and Development 3) Journal of Counseling Research and Practice 4) Journal of Counselor Education and Supervision Web Resources 1) American Counseling Association 2) American Mental Health Counselors Association 3) American School Counselor Association 4) College Student Educators International 5) Council for Accreditation of Counseling and Related Educational Programs 6) Council on Rehabilitation Education 7) National Board for Certified Counselors 8) Student Affairs Administrators in Higher Education Confidentiality: As with any counseling course, there may be discussion of personal nature. The topics and contents of the discussions in this course should be regarded as confidential and must not be discussed with anyone outside of the members of this class or Dr. Goldberg. Consultation: If you need assistance outside of class in order to more successfully complete any of the course requirements, I encourage you to arrange a mutually convenient individual consultation time with me. Caveat: Dr. Goldberg reserves the right to change the syllabus and schedule as necessary, and will notify students of such changes at her earliest convenience via Blackboard. Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C 9