SYLLABUS Course Information: PSYC : Counseling Theories ONLINE ONLINE for School Counseling majors Spring 2013

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1 SYLLABUS Course Information: PSYC : Counseling Theories ONLINE ONLINE for School Counseling majors Spring 2013 Instructor Information: C. R. Barké, Ph.D. OFFICE: Psychology and Counseling Department, HPR 227 VIRTUAL OFFICE HOURS: TBA or by video conference/telephone appointment Office PHONE: COMMUNICATION NOTE: My preferred mode of communication will be E- MAIL. I will reply to all messages as soon as possible, and always within 24 hours. If it is an EMERGENCY, please include EMERGENCY in the subject line of your . I will not reply to s I receive, unless emergency, between 8 pm and 9 am. For anything that would delay your submission of items for a deadline, please be assured that I will not count the lateness against you if it was a technical or other problem at my end. Course Catalog Description: An overview of the current theoretical approaches to psychotherapy, including problems of assessment, therapeutic contracting and intervention strategies/techniques. Prerequisite: consent of instructor. STUDENT LEARNING OUTCOMES: Successful students will: Achieve an introductory knowledge of several theories of counseling. Critically think about application of these theories to individual cases. Evaluate the strengths and weaknesses of different techniques Apply therapy to actual practice test cases Practice and acquire fundamental individual counseling skills TEXTBOOKS: Martin, D. (2011). Counseling and Therapy Skills. 3 rd. Ed. Long Grove, IL: Waveland Press. 13-digit ISBN: Murdock, N. (2012). Theories of Counseling and Psychotherapy, WITH MY COUNSELING LAB Subscription, 3 rd Ed. Upper Saddle River, NJ: Pearson. ISBN:

2 This version of the text comes with a subscription to My Counseling Lab, an online resource for this course/text. We will use this in the second half of the course. A student at UT Tyler is not under any obligation to purchase a textbook from a university affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer. Other resources I will be using: Martin, D. & Moore, A. D. (1995). Basics of Clinical Practice. Long Grove, IL: Waveland Press. 13-digit ISBN: digit ISBN: TEACHING METHODS: This course will be an integrated mixture of readings, video recorded lectures, online discussion and small lab group practice of skills with other class members in virtual online counseling sessions. READING: I expect you to read every week, and to read ACTIVELY. This means to read while paying attention to your own thoughts, reactions and feelings while you read, not just passively absorbing/storing what the author is saying to you. Each week you are required to write about what happened in your brain, and submit these on BB as Reading Reaction assignments. For each Chapter/reading assignment, you will write responses to the following questions (Using a template in each Module): What is the focus of this chapter? From your reading, what is the most important point made in this chapter? Why do you think this is important? What ideas in this chapter make sense to you and are especially interesting? What ideas in this chapter do not make sense or seem incorrect to you, if any? What is ONE COMMENT or QUESTION you would like me and others to consider and respond to about this chapter. LABS: For the practice of skills, you will be grouped with other class members. Each group will conduct virtual, live video-conference practice counseling session using the Collaborate shared video application within BB. You will schedule to do role played counseling sessions with each other periodically throughout the

3 semester, recording each session, and then watching it afterwards to learn more about your skill development. You will also keep each video in BB for periodic review. Toward the end of the semester you will review all of your taped sessions and prepare/submit a self-assessment of your skill development. These recordings MUST be kept secure and treated as confidential just as if it were a real counseling session with real clients. Make sure to watch the online video tutorial about using Collaborate before your first session: ( M.F3EB281A07DD795E6949B56A vcr) To learn the basic counseling response skills, we will proceed from micro-specific, slow, concrete levels, using demonstrations and written examples, to broader, more real and immediate levels through the lab role-playing and out-of-class sessions with "clients." Effort will be emphasized and rewarded; outcome will follow naturally. Mistakes are the only way we can learn; one must hope to make enough mistakes, and decide to be open to seeing them, to learn well. BASIS FOR EVALUATION: Three multiple choice examinations: 75% of grade. Lab participation: 10% Weekly Reading Reactions, Video Reflections and other assignments: 10% Skills development/self-assessment: 5% STRUCTURE OF ASSIGNMENTS AND SUBMISSION PROCESS: For each week/module there will be multiple learning activities and assignments to submit. The following codes are used in the Course Calendar: TEG = Tegrity Recordings containing video lectures RR= Reading Reaction assignments, to be typed or pasted into weekly assignment submission boxes. VR = Video Reflection assignments, to be typed or pasted into weekly VR assignment submission boxes. These will be assigned the day after Video segments are presented in class and recorded in Tegrity. LR = Lab Reflection assignments, to be typed or pasted into LR assignment submission boxes DB = Discussion Board assignments 1. During the semester you will read and respond to at least 10 DB posts from other students. Posts will need to be at least 4 sentences, be substantive, be relevant to the post to which you are responding. There is a rubric that will be used to score your posts. Course Calendar:

4 Week Topics Reading for date 1 Module(MOD)1: none 1/14 Syllabus review: Lab requirements and process; Baseline lab tape; Module (MOD) 1: EBT PPT - Norcross Video(s) to Watch TEG1(Tegrit y): Intro and syllabus review TEG2:EBT PPT LAB Complete Sessions online/submit none DUE 1-21: 1. VR1 (TEG1 Video Reflection) 2. RR1 (Reading Reaction): EBT 3. DB1: Semrad Says 2 1/21 MOD 2 - Martin(MR): 1: Evocative Empathy; 2: Learning to Hear; 3: Finding the Words; 4: Getting Started MRCh 1-3, 7 TEG3: MRCh1-3,7 1-Baseline Lab DUE 1-28: 1.RR2: MR1-3,7 2. BLR (Baseline Lab Reflection) 3 1/28 MOD 2 - Martin: 4:Confronting Experience; 5: Client is the Problem Solver; 6: Relationship Issues 8: Beyond Skills; MRCh 4-6, 8 TEG4: MRCh 4-6, 8 DUE 2-4: 1. RR3: MR 4-6,8 MOD 4: Counseling Skills 1: Reflection of Content/Feeling 4 2/4 MOD 2 - Martin: 9: Direct Interventions; 10: Assessment; 11: Ethical Issues; 12: Beginning & Ending; MRCh 9-12 TEG4: MRCh 9-12 Lab #1-due DUE 2-11: RR4: MR 9-12 LR1 5 2/11 MOD 2 - Martin: Discuss reading; MOD 4: Counseling Skills 2: Encouragers and Summarization MRCh DUE 2-18: RR4: MR Review Study Guide 6 EXAM I none EXAM OPEN

5 2/18 2/19 4:00-8:30 PM 7 2/25 Review Exam 1 MOD 2 - Martin: 17: Theoretical Understanding of Therapy 18: Research Evidence MRCh MUCh 1 Lab #2-due DUE 3-4: 1. RR5: MR 17,18, MU 1 2. LR2 1: Theory is a good thing 8 3/4 2: Psychoanalysis; 3: Neoanalytic Approaches MUCh 2, 3 DUE 3-11: RR6: MU 2,3 MOD 4 - Counseling Skills 3: Reflection of Implied Feeling Clarification 3/11 SPRING BREAK 9 3/18 4: Individual Psychology; 5: Person-Centered Therapy MUCh 4, 5 Lab #3-due DUE 3-25: 1. RR7: MU4,5 2. LR3 10 3/25 6: Existential Therapy 7: Gestalt Therapy MUCh 6, 7 DUE 4/1: 1. RR8: MU 6,7 11 4/1 MOD 4 - Counseling Skills 4: Questions 8: Behavior Therapy; 9: Rational Emotive MUCh 8,9 Lab #4-due DUE 4/8: 1. RR9: MU 8,9 2. LR4 Review Study Guide for Exam II 12 EXAM II none EXAM OPEN 4/8 4/9 4:00-8:30 PM 13 Review Exam II MUCh DUE 4/22:

6 4/15 10: Cognitive Therapy 11: Reality Therapy 10, MU 10, 11 MOD 4: Counseling Skills 5: Process/Immediacy Responses 14 4/22 12: Feminist Therapy 13: Family Systems 14: Solution Focused MUCh Lab #5-due DUE 4/29: 1. RR10: MU LR5 MOD 4: Counseling Skills 6: Interpretation, Directive, Hypothetical responses 15 4/29 16: Mindfulness Therapy 17: Conclusion MUCh 16,17 Lab #6-due DUE 5/6: 1. RR11:MU16,17 2. LR6 Review Study Guide for Exam III 16 5/6 (Final) EXAM III EXAM OPEN 5/7 4:00-8:30PM DUE 5/9: Final Skills Self- Assessment paper

7 SEMRAD SAYS: The only reason to make a mistake is to learn something from it. Otherwise it's a waste of time. It takes a certain amount of time and exposure before you can make all the mistakes that are possible to be made. Every time you fall on your face and fail, if you learn something from it, you progress; if you don't you go down the drain. You're all young and maybe you have most of your failures still in the future. You can have definite opinions only when you don't know anything about a subject. The only fuel for learning is the sadness you feel from your mistakes. It s important not to waste this fuel. One can get in the habit of not thinking as a defense, of not perceiving and not considering what are his perceptions and feelings about life, in order to avoid what is painful. You can t win them all if you try; you can t win any of them if you don t. Is there any other way to learn than the hard way? You can tell people what you think, but they don t have to believe you. Everyone s either mad, sad, or afraid. Taking over is a two-person proposition; someone has to want to and someone has to allow it. There is not human being who can resist a helping situation. He ll always go there---like a fly to honey. We must help the client to acknowledge, bear, and put into perspective his feelings. Go after what the client feels and cannot do himself. Help him to acknowledge what he cannot bear himself, and stay with him until he can stand it.

8 As a therapist, your job is to help the client stand his pain, and this is directly contrary to the rest of the medical profession. No therapy is comfortable, because it involves dealing with pain. But there s one comfortable thought: that two people sharing pain can bear it easier than one. Stay with the person s experience, don t get seduced by the fancy concepts you ve heard about University Policies: Last day to drop a class is MARCH 30, Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at Each semester s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include: Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) Schedule adjustments (section changes, adding a new class, dropping without a W grade) Being reinstated or re-enrolled in classes after being dropped for nonpayment

9 Completing the process for tuition exemptions or waivers through Financial Aid State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions. Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria apply to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or call You may also send an to cstaples@uttyler.edu Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester. Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed. Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of

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12 Mission The mission of the College of Education and Psychology is to provide a positive environment that fosters the acquisition of knowledge and skills. The mission is individually and collectively realized through a community of scholars that contributes to knowledge through scholarly inquiry; organizes knowledge for application, understanding and communication; and provides leadership and service. We affirm and promote global perspectives that value individual and cultural diversity to enhance learning, service, and scholarship. Clinical Psychology Program Mission Statement: The Master of Science in Clinical Psychology is intended to educate students in the scientific bases, diagnostic, assessment and therapeutic methods, philosophies, skills and ethics of clinical psychology to prepare them for roles in clinical practice and research. Students may complete a general Clinical Psychology program, or a specialization in either Clinical Neuropsychology or School Psychology. Based on the student s chosen specialization, the program provides the necessary coursework foundation for various state licensures to include the Licensed Professional Counselor, Licensed Psychological Associate, and Licensed Specialist in School Psychology. The Clinical Psychology core curriculum outcomes are aligned with national standards for masters level programs in applied psychology, from the Masters in Psychology Accreditation Council (MPAC). Clinical Psychology M.S. Program Learning Outcomes may be found at: Counseling Psychology Program Mission Statement: The Master of Arts in Counseling Psychology program is intended to prepare students to counsel persons experiencing emotional distress through development of specific competencies in human growth and development, assessment, counseling/therapy theories and methods and practice, cultural diversity, group counseling, career development, research methods and ethical counseling practices. Students who complete their programs and get their degrees are wellprepared for the Licensed Professional Counselor state licensing examination and are employed in a variety of mental health settings. Students may complete a generalist program or specialize in marriage and family counseling. Students specializing in couple and family counseling acquire additional competencies in marriage and family theories, counseling interventions and ethics. The core program curriculum is designed to align with national Counseling standards of the Council on the Accreditation of Counseling and Related Educational Programs (CACREP). Counseling Psychology M.A. Program Learning Outcomes may be found at: