MHS 6401 INTRODUCTION TO COUNSELING THEORIES Fall, 2011

Transcription

1 MHS 6401 INTRODUCTION TO COUNSELING THEORIES Fall, 2011 INSTRUCTOR: Marshall Knudson, Ph.D., Licensed Psychologist Office Home TEACHING ASSISTANTS: Traci Coates Lindsay Duda Debbie Weiss REQUIRED TEXTS: Corsini; R.J. & Wedding, D. (2011). Current Psychotherapies (9 th ed.).brooks/cole Wedding.& Corsini,R..J. (2011) Case Studies in Psychotherapy (6 th ed.) Brooks/Cole CACREP STANDARDS & CURRICULAR CORE EXPERIENCES: 1. Human growth and development: Student experiences include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling. The study of counseling theories includes applications to clients at different developmental levels. Strategies for working with developmental problems from different theoretical perspectives are covered. Developmental problems and differences in diverse populations are emphasized. Counseling theories are covered that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Ethical and legal considerations are included throughout. 2. Social and cultural foundations: The context of client problems and growth is discussed with regard to each theory. Feminism is covered as one theory that emphasizes context variables including gender, race, ethnicity, etc. The ethics of the counselor as change agent are discussed. 3. Helping relationships: Students will work with an advanced graduate student to discuss personal and professional growth issues in the lab part of the course. Basic helping skills are stressed as well as various theory applications. 4. Appraisal: The role of appraisal and diagnosis is covered in each of the theories studied. Ethical considerations regarding diagnosis and labeling are discussed and the role of diagnosis in each theory is emphasized. The importance of cultural, gender, and other differences is emphasized with regard to diagnosis.

2 5. Professional orientation: The importance of self-knowledge and an understanding of personal dynamics in counseling is discussed from a theoretical standpoint and students are also encouraged to discuss personal reactions and issues as beginning counselors. The lab instructors for the course serve as mentors for students taking this course who are typically in their first semester. COURSE DESCRIPTION The goals of this introductory course are to: familiarize you with an array of counseling theories and techniques; offer you an opportunity to experience their applications; allow you to use and give feedback about counseling skills and interactions; assist you in beginning to develop your own model of counseling. In order to meet these objectives, the course will include two components: 1) Classroom: In this component, various models of counseling will be presented and examined, using lectures, films, demonstrations and group discussions. This will be the early part of each Wednesday class. 2) Lab/Small Groups: You will be assigned to a small group which will meet the latter part of each class to apply various counseling theories and techniques through role play and group exercises. In these groups, you will experience being counselor, client and observer of several different therapeutic approaches. You will also have a chance to try out your own model of counseling in the latter portion of this course. COURSE REQUIREMENTS 1) Weekly class attendance/participation/reaction Questions and Observations 2) Exam I 3) Exam II 4) Individual paper and presentation of another theory 5) A personal theory of counseling paper 6) Lab/Small groups ATTENDANCE/PARTICIPATION/REACTION QUESTIONS AND OBSERVATIONS Your active involvement in the classroom presentations and discussions will be vital. When readings are assigned, you will also be asked to develop three questions or observations that can be shared with the class to help stimulate discussion of the assigned counseling theory. These discussion questions should focus upon theoretical or applied issues posed by each counseling model that is especially confusing, intriguing, and/or relevant to your view of the model. (What made the most sense about this model? What didn t make sense?) Then, please attach a one or two paragraph reaction to each question/observation explaining why it is confusing, intriguing, or relevant to you. Plan to be ready to discuss these questions, and to hand them in, in each class.

3 EXAMINATIONS I AND II Two exams will be administered as indicated on the class calendar. These exams (non-cumulative) will consist of True-False, multiple choice, brief answer and short essay questions. INDIVIDUAL PRESENTATION PAPER You will select another theorist or theory of counseling and develop and APA format paper highlighting any relevant background information on the theory (theorist), the basic philosophy of the theory (theorist), primary techniques used by the counseling theory, research findings to support the theory, and your assessment of the strengths and weaknesses of the theory. Please provide your classmates (and the instructor) with a 7-10 page paper which includes the above mentioned information, along with references and suggested readings. You will then have the opportunity to briefly discuss the highlights of your model and provide the class with some type of simulation or experience with your theory.( minutes) PERSONAL THEORY OF COUNSELING A goal of this course is to assist students in beginning to identify their personal theories of counseling. You will be asked to write a paper on your theory which will include (but not be limited to) the following thoughts: Your view of human nature, how you define counseling, how people become emotionally unhealthy, how does counseling assist people to become emotionally healthy (what are the relevant qualities in the therapeutic relationship and what are the therapeutic forces that an effective counselor must possess), how you measure effectiveness of your theory. Please discuss how your theory is congruent (and incongruent) with your personal values and life experiences. Why are you in this field? Why do you want to be a counselor? Also, what are your strengths in your model, and what do you need to work on most to be effective (weaknesses). LAB/SMALL GROUPS In your small groups, you will have the opportunity to experience numerous counseling situations through the use of role plays. All members will function as counselors and clients in therapeutic relationships involving a number of different counseling theories. You will also observe and give feedback to your fellow group members as they work in the role plays. These group experiences will be directed by the lab instructors and the course instructor. Evaluations will be based upon your effective applications to appropriate counseling techniques, willingness to try out the various theories, ability to effectively offer appropriate feedback to your peers, and the ability to empathically portray a myriad of clients in various role play situations.

4 GENERAL COMMENTS You are expected to attend and participate in each class and lab and to complete all assignments on time. Should you have questions or concerns about this course, please discuss them with your lab instructor or myself as soon as possible. I can be reached at work, home, or . Appointments can be made as desired or needed. MAJOR THEORIES 1) Freud 6) Existential 2. Rogers 7) Family 3) Adler 8) Reality 4) Gestalt 9) Cognitive 5) REBT *1) Jung *2) Karen Horney *3) Harry Stack Sullivan 4) Pierre Janet *5) Milton Erickson 6) Wilhelm Reich *7) A, Maslow 8) B.F. Skinner 9) Lazarus *10) Joseph Wolpe 11Narrative therapy *12) George Kelly 13) Fred Thorne 14) Thomas Szasz 15)S.Jourard 16)DOBT (Depth Oriented Brief Therapy). *30) Coherence Therapy OTHER THEORISTS AND THEORIES Historical Relevance *17) Eric Berne (TA) *18) J.L. Moreno (Psychodrama) 19) Janov (Primal Scream) 20) Dialectic Behavior Therapy (Linehan) 21) Alexander Lowen (Bioenergetics) 22) (EMDR) Eye Movement Desensitization Reprocessing 23) (NLP) NeuroLinguistic Programming 24) Object Relations Therapy *25) Solution Focused Therapy 26) R.D. Laing *27) Motivational Interviewing (MI) 28) Morita Therapy *29) Feminist Therapy

5 CLASS SCHEDULE (Tentative) Dates Topic/ Focus Assignment Aug. 24 Introduction, Overview and History Chapter 2(C&W), and Chapter 1(W&C) Aug.31 Freud (psychoanalysis) Handouts & Chapter 5, Chapter 4 Sept. 7 Facilitative Model & Rogers Sept. 14 Rogers (person-centered) & Facilitative Chapter 10, Chapter 9 Sept. 21 Gestalt Chapter 3, Chapter 2 Sept.28 Adler Chapter6, Chapter5 Oct. 5 REBT Oct. 12 First Exam Chapter 9, Chapter 8 Oct. 19 Existentialism Reality Therapy handouts Oct. 26 Reality Therapy Chapter 12,Chapter 11 Nov.2 Family Therapy Chapter 8, Chapter 7 Nov. 9 Cognitive Therapy Individual Theories Due Nov. 16 Individual Theories Nov. 23 Thanksgiving/HOLIDAY Nov30 Individual Theories Personal Position Papers due Dec 7 l 2nd Exam l wrap up 1 GRADES EXAM I pts EXAM II pts Individual paper/presentation pts Attendance/Participation/Reaction Questions 100 pts Lab pts Personal Theory Paper....*** A= B= *** Personal theory paper must be successfully completed in order to receive a grade for this course.

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