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COU506
– Theories of Counseling Graduate Studies in Counseling
Heidelberg College
Fall 2006
–Thursday 6:00 to 9:00pm Arrowhead
Park 3 Semester
Hours Instructor: Daniel
R. Cruikshanks, Ph.D., PCC-S, Associate Professor & Clinical Coordinator College Hall 207/Arrowhead Park (419)448-2308 dcruiksh@heidelberg.edu Office hours: Available by appointment. Readings
Required Prochaska,
J. O., S., (2007), Systems of
psychotherapy: A transtheoretical
Analysis, 6th Ed., Thompson/Brooks Cole: United States Skovholt,
T. M. and Jennings, L., (2004), Master
Therapists: Exploring expertise in therapy and counseling, Allyn and Bacon: New York Recommended APA,
(2001), Publication Manual of the APA
,5th Ed., Washington, D.C.: APA Additionally: I reserve the right to assign
additional readings (such as journal articles) that I encounter and find
appropriate to this context. Course Description (from the catalog) An
introductory level course designed to introduce students to typical
counseling approaches, and philosophic bases of the helping relationship.
Additionally, students will survey the various counseling practices and
techniques, receive an orientation to counseling as a profession, and review
some of the special problems confronting counselors. (Must be
taken as one of first four courses) (No prerequisite) Additional Description This course has been designed to introduce students to theory as a
foundation for practice in the field of counseling. Counseling is an empirically based field grounded
in theories that guide us in our understanding of human development, human
behavior and interactions, and change.
Seminal theories will be reviewed and analyzed with particular
emphasis given to the application theory to the practice of counseling. Objectives The
following objectives will be met by using a variety of teaching approaches
including lecture, small group discussion, structured exercises, multimedia,
etc. By the end of this semester students will: 1.
describe and discuss the role of theory in the practice of
counseling. 2.
describe and discuss a variety of theoretical orientations
underlying individual, group, and family counseling practice. 3.
discuss a variety ethical and professional issues within
the context of counseling theories. 4.
discuss personal values, ethics, and beliefs and how these
affect the counseling process. 5.
appropriately apply theoretical concepts and constructs to
counseling cases. 6.
discuss the relevance and importance of multiculturalism to
the counseling process and the degree to which various theories encompass
this. 7.
describe common issues faced by counselors (especially
beginning counselors). 8.
understand the essential role of the appropriate application
of theory in effective counseling. Course Structure This seminar course is designed to use class time
with a variety of learning activities including lectures, group activities
and discussions. Your learning will be enhanced by these class activities and
discussions; however, the degree of your learning necessarily
will depend on your independent work on readings and assignments. To
maximize your in class experience, you should come to class having read
assigned readings and having prepared to discuss and become actively involved
in your own learning by asking questions and engaging in class activities. Requirements/Grading
During
the semester, you will have opportunities to earn up to 1000 points for you
final grade. Grading is on the
following scale: 90% = A; 80% = B; 70% = C; 69% or less = F.
(note: specific requirements for assignments may change as
the semester progresses, but not without prior discussion with you.)
Preparation & participation: Learning/teaching is a social process. As an active learning, seminar course, your
presence and active engagement is particularly important. For you to learn and for me to claim to
have taught, we must be present and engaged.
To me, preparation and participation means that you are familiar
enough with the material to work with it in class and that you are prepared
to engage in relevant discussions in class.
My expectation of you is that you will attend class prepared and ready
to discuss the material and ask questions about it. You should expect the same from me. You
should understand that part of how I assess your learning is by observing
your behavior in class. With this in
mind, consider the following: Top
Five ways to Impress Your Professor: #5) Be polite: Even if you are convinced that your prof is a pin headed idiot, it’s probably wise not to
tell him that. If your prof is wrong about something or you disagree with him,
it’s fine (even encouraged) respectfully to voice your disagreement, but it
is wise to back up your opinion with evidence from the literature and to
voice your disagreement or opposing views with respect. Yelling, name
calling, and other aggressive behaviors are not likely to impress your prof or your classmates, and this definitely will fail to
get your point across. #4) Show respect: Profs see all! If you slump over your desk and enter
a catatonic state, do work for other courses or your job, roll your eyes,
and/or whisper to your neighbor, your prof will
almost certainly notice you, but not in the best light. Also, unless otherwise invited, don’t
assume that you know your prof on a first name
basis—Dr. C. or Professor C. are respectful. If you
behave disrespectfully, you are far less likely get respect in return. #3) Pretend you care: Let’s be honest, you and I both know that you are
not necessarily interested in every course you take—including this one! On
top of that, you’re tired and just want to get home and the last place on
Earth you want to be right now is here. Hint: regardless of what you’re really
thinking about this course, your prof only has your
behavior as a basis of judgment. Pretend you care, that you’re interested and
that your prof is interesting. You might be surprised to discover
that the course actually becomes interesting to you. #2) Ask questions: Asking
questions and making comments in class suggest to your prof
that you are interested and paying attention.
Neither of these things may be true, but who cares? The goal here is
to convey to your prof that you are interested,
engaged and learning something (see #3) #1) Lighten
up! I take my work both as a
professor and as a mental health professional very seriously. I am serious about designing courses that
provide the best possible learning experience and I am serious about
ethically sound, good practice.
However, I also believe we can have a lot of fun doing these things
well. I have a sense of humor (though
many would argue, not a very good one!).
Studies have found that learning is most effective in the context of a
heightened emotional state, and I do attempt to capitalize on this through
the use of humor in class. I make
every effort not to be offensive or disrespectful with humor (and I expect
the same from you), but I also tend to be very spontaneous. If I ever fail in
my efforts not to offend, please let me know.
I’m not afraid to apologize.
So, be serious about learning, but don’t be afraid to have fun in the
process. At the very least, if others
are having more fun than you are capable of having on a Tuesday night after a
long day of work, deal with it J Attendance – Heidelberg College requires that attendance be
taken at all class sessions. It is the responsibility of each student to
assure that they have placed their name on the attendance list. Any student
whose name doesn't appear on the weekly attendance list will be noted as absent
for that class period. I expect students to attend class regularly. With
the second unexcused absence, your semester grade will drop 1 letter, and
then 1 additional letter grade for each subsequent unexcused absence. Absences
will only be excused (no grade penalty) in the event of a documented family
emergency (e.g. illness), acts of God or Terrorists (e.g. weather closing the
college), or class cancellation by the professor. I understand that there are
occasions for extenuating circumstances.
Please talk with me (in advance when possible) in the event of such.
Otherwise, please plan to attend class prepared and ready to engage in
discussion about topics for each class. Graded
Activities and Assignments With our third week of class, we will begin to focus
on the theories of counseling and psychotherapy. To do this, the structure of our class time
will consist of: Ø A brief overview presentation of primary concepts
and principles Ø Small group analysis of a theory-set (each group
will work with a chapter/part of chapter). This group work will be based on
pre-class group work done online in your threaded
forum. Ø Large group dissemination and comparative discussion
(groups will present their analysis and compare and contrast with the other
group[s]) Evaluation/Analysis
Process As you read about your assigned theory(ies), consider the following: Ø
Boil it down to
basics: What are the key concepts of this model as they relate to: Ø the way the model explains human
behavior/problems/development? Ø the may the model tells us how to help people change? Ø
How well does
this model explain human behavior? That is, as you understand this model does
it help you understand better what makes people tick (personality, behaviors,
problems, pathology)? Ø
A theory should
provide you with a way of understanding that allows you to intervene and
effect change. That is, it should
serve as a guide to treatment (working with people) to help them with their
problems. How clearly does this theoretical model do this? Ø
What evidence
is available to support the theory as a model and/or as an effective means of
helping people with their problems? Be prepared to go beyond your book (and
into The Literature) to answer this question. Ø
How well does
the theory satisfy the principle of parsimony and why? Each group will be evaluated each week for
effectiveness of analysis and clarity of presentation and engagement/participation
in discussion (including online). Evaluation/Analysis
Process is worth 30 points each week (300 total) Assessments Each week of Evaluation/Analysis Process we will
have an assessment (quiz) covering the material covered for that week. Assessments will be administered online.
They will consist of 30 multiple choice questions. Assessment 10 will be
comprehensive and cover material from S & J as well as handouts, etc. These assessments are open book, open
notes exercises. They are not intended
to be taken as group projects. Please
honor my trust in you to be ethically grounded professionals, and do your own
work. Assessments
are worth 30 points each week (300 total) Group
Research Project – Working in your
small groups, choose a topic of interest relevant to this course. For example, you might choose to focus on
treatment of people with personality disorders, mood disorders, effective
treatment of children in schools, etc. You will then select from the
following theories and conduct a thorough review of the research literature
on the effectiveness of that particular approach to helping people relative
to your particular topic focus. Brief
Solution Focused Therapy, Cognitive Behavioral Therapy, Interpersonal Process
Therapy, Eclectic Approaches to Therapy.
The group will then write a paper on the
topic reporting the findings from the research and discussing the
implications for counselors working in that area. Your manuscript must include a minimum of
15 references from professional journals with at least five from counseling
specific journals (see Appendix 1) Finally, you will prepare a 50 minute
power point presentation of your research to be presented in class on the
last night of the term. Presentations
must include handouts for the class (which can be your power point including
references). Your paper must be submitted to me
electronically either via e-mail or on floppy disc or cd. Your paper will be screened for originality
using Turnitin.com. Power point is worth 100 points Paper is worth 300 points (Content =
150/APA = 150) Total assignment is worth 400 points Late
papers WILL NOT BE ACCEPTED. All papers must be presented according to the
guidelines of the American Psychological Association (APA) Manual, 5th
ed. as discussed in class. Academic honesty: (from the college policy manual) Heidelberg College values integrity in academic
pursuits. It expects students to
complete their work honestly and to report academic dishonesty. Dishonesty in any form, including but not limited to
academic cheating or falsification on any official college record will result
in disciplinary action. I would encourage you to
review the complete policy (Graduate
Studies Catalog) for details as I will adhere to this policy. In addition, I expect adherence to the APA
ethical guidelines for publication with regard to the proper citation of
non-original materials used in papers (e.g. plagiarism). Incomplete Grades Students who, at the end of
the semester, wish to be considered for an "Incomplete" must
request this in writing to the professor, explaining the reasons and
identifying a specific date that the assignment(s) will be submitted. It is
the professor's discretion to approve or decline the request for an
incomplete. If promised work has not been completed and submitted by the
agreed upon date, the incomplete will become an F. Students with Disabilities or Special Needs Heidelberg College
recognizes its responsibility for creating a learning climate in which
students can thrive. If you have any type of condition for which you require
special accommodations to promote your learning in this class, please contact
the Learning Center at (419)448-2301. Students with documented
physical, psychological, and/or learning disabilities are eligible for
reasonable and appropriate accommodations under the Americans with
Disabilities Act (ADA). Under
provision of the ADA, Heidelberg College will assess student disabilities and
determine reasonable and appropriate accommodations for students with
documented disabilities on a case by case basis. To seek accommodation for disabilities, students
should refer to the Heidelberg College Learning Center (www.heidelberg.edu/offices/learning-center/)
for further information and documentation forms and procedures. Please feel free to discuss
any concerns regarding disabilities with me for further guidance and
information. Grade
Disputes Students who feel that they have received an inappropriate grade for
any assignment or for the course have the right to challenge that grade. To challenge a grade, students should adhere
to the following procedures. ·
First, discuss
your concerns with the instructor. The
issue may be as simple as a grading/recording error that is easily corrected,
or it may be resolved satisfactorily upon explanation/review with the
instructor. ·
If you are
unable to get satisfactory results with the instructor, the next step is to
present your concerns in writing to the Program Director, Dr. Lipford-Sanders, for her review and investigation. Upon
completion of a review and investigation, Dr. Lipford-Sanders
will contact you with her findings and recommendations. ·
If you continue
to feel that the outcome is unsatisfactory, then you may present your
concerns, in writing, to the AVP/Dean, Dr. de Abruna, for further consideration. ·
Finally, If you continue to feel that the outcome is
unsatisfactory, then you may present your concerns, in writing, to the
Graduate Education Policy Committee (GEPC) for review and investigation. In the event of a grade conflict, you must follow this
procedure. If you fail to follow this
procedure (for example calling the Dean first), you will be instructed to
follow this procedure. I encourage you to discuss any concerns you have regarding
this course with me. I will make every effort to address these concerns and
resolve them. I understand that this
is not always possible, and in such events, I invite you to pursue such
matters following the above procedures as needed. Appendix I One of the purposes of
the writing assignment for COU506 Theories of Counseling is 1) to teach the
student professional writing and presentation skills and 2) to introduce
students to the literature of the counseling field. For that reason, this assignment has very
specific guidelines for acceptable reference sources. The following Journals are published by ACA
or its affiliates and are acceptable as references for research projects for
this course. At least five of the
references for this assignment must be from journals on this list. Journal Affiliate Association
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