SPRINGFIELD COLLEGE
School of Professional and Continuing Studies
Houston Campus
MMHC 647 H1: THEORIES OF COUNSELING
Fall 2015
Instructor’s Name: Dyaz C. Godfrey, EdD, NCC, LPC
Address: 2122 E. Governors Circle, Houston, TX 77092
Phone number(s):713/681-1120
Fax#:713/682-2366
Email: dgodfrey@springfieldcollege.edu
Class Schedule: Saturday
Dates: 9/19, 10/10, 11/14, 12/12
Time: 9:30 am to 5:30 pm
Location: Houston Campus
REQUIRED TEXTBOOKS AND WEB SITES:
Cory, G. (2012). Theory and Practice of Counseling and
Psychotherapy (9th ed.). doi: 13: 978-0840028549, 10: 0840028547
RECOMMENDED TEXTS:
APA 6th edition
COURSE DESCRIPTION:
This course presents an introduction to the major theories of counseling and
psychotherapy. Students learn the central constructs and methods of the
theories as well as their limitations and practical implications. Emphasis is
placed on the applicability of the approaches to work with diverse client
populations.
COURSE OBJECTIVES:
At the end of this course, students will be able to:
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Demonstrate an understanding of the major theoretical underpinnings of five
theories of counseling and psychotherapy: psychodynamic, cognitivebehavioral, humanistic- existential, family systems and multicultural
counseling, and psychotherapy.
1. Identify the most salient techniques associated with the five different
approaches to counseling.
2. Articulate some of the most important limitations of each of the
approaches.
3. Develop an ethnically and muticulturally aware understanding of the
field of counseling.
4. Demonstrate a variety of interviewing competencies based on basic
interviewing skills in the different approaches presented in class.
5. Understand how social institutions, including human services, often
disempower people, and specifically, how counseling can disempower
people.
6. Understand theories of counseling and psychotherapy in the context of
social and economic justice.
7. Examine the underlying needs for a study of counseling theories from
the perspective of social and economic justice.
8. Explore the social adjustment vs. socially transformative perspective
of the theories of counseling and psychotherapy.
9. Explore root causes of people's problems and society's responses in
relation to counseling and psychotherapy.
COURSE FORMAT:
This class will include both seminar and independent study. Students and
faculty will engage in discussion of research processes and projects in both
classroom and electronic format. Supplemental course materials will be
provided through Moodle. The class is highly interactive (discussions,
exchange of ideas, combination of reading, mini-lectures, discussions,
participant reflections, in-class group activities, technology and individual
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opportunities for students to demonstrate and enhance their presentation
skills).
SESSION I:
In-class topics:
Discuss chapters 1-4 in required text, be prepared to present 1000 word
paper and important considerations from assignment.
Be prepared to discuss “What do I want to obtain from this class?”
Discuss the issue of confidentiality and the client/therapist relationship.
ASSIGNMENTS:
Due for Session I: Pre-course assignment(s)

Review Chapters 1 - 4 , in Theory and Practice of Counseling
Psychotherapy
 Present a 1000 word paper on “What is a counselor and what are their
important tasks”. Utilize APA formatting with at least 1 reference.
SESSION II:
In-class topics:
 Discuss and define key assumptions of the counseling theories from
readings
 Group work on theories from readings and begin to select a theory
that feels comfortable for you professionally
Due for Session II
 Read chapters 4-14, Theories and Techniques of Counseling and be
prepared to discuss.
 Design and present a case that demonstrates a sound comprehension
of one counseling theory.
 Discussion questions on Moodle based on reading assignment.
SESSION III:
In-class topics:

Integration and application of psychotherapy
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


Continue to review each of the counseling theories and discuss
application
Discuss major ethical issues, confidentiality and referrals, when
and how
Assign Group work for session IV
Due for Session III
 Read chapters 15-16, Theories and Techniques of Counseling and be
prepared to discuss.
 Using the same case from Session II, describe the course of treatment
from two other distinct theoretical models
 Discussion questions on Moodle based on reading assignment.
SESSION IV:
In-class topics:
 Integrative approach
 What have you learned
 What more do you want to know
Due for Session IV
Group presentation : What is your view of the role and function of a
therapist? What is your theoretical perspective?
(Needs to address each individual in group and their own role, function and
theoritical perspective, can be powerpoint, creative description with role
play, music)

Discussion questions on Moodle based on reading assignment.
COURSE PARTICIPATION:
Attendance at the first class is mandatory. Those unable to attend the
first day of the course should not enroll in Project II. Attendance is expected
at every class. Participants will not receive credit if they miss more than one
day of class during the term. You are expected to arrive on time and stay
the entire day.
Participants will complete all reading, research, preparation and writing
assignments for the class meeting in which they are due. No late
assignments will be accepted without prior appoval.
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Definition of In-Class Participation:
All talk does not constitute good class participation. Class participation that
contributes to a positive grade is characterized by the following:
 Ties personal experiences to the concepts being studied, gives an orderly,
brief version of the experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the
readings for the course;
 Incorporates ideas shared by others and the instructor to create “a fuller
picture” of the concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and
attempts to shape an “informed” conclusion.
Definition of Online Class Participation (Moodle Web-enhanced
Discussion Link)
The success of your learning experience in online discussion is dependent on
the active participation of all students. Therefore it is imperative that you
enter each discussion link prepared to participate in the class discussions,
which requires that you not only post your responses to the questions in a
timely manner allowing time for others to respond, but you must also
respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes
substantive class participation. Class participation in an online environment
is characterized by the following:
 Connects personal experiences to the concepts being studied, gives an
orderly, brief version of the experience, with a point that is stated clearly;
 Avoids repeating points made by others;
 Shows evidence of having completed, understood, and applied the
reading for the course;
 Incorporates shared ideas to create an understanding of the concept under
discussion;
 Poses real-life questions or challenges that spring from the discussion and
attempts to shape an informed conclusion.
GRADING CRITERIA:
Grades are given on all written assignments and constitute the major
portion of your final grade.
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Grading:
1.
Pre Assignment
20%
A=
95-100%
2.
Session I-III assignment
30%
4.
Final group project
30%
5.
Class, meeting attendance 20%
and online discussion
A- =
B+ =
B=
C+=
C- =
90-94%
85-89%
80-84%
75-79%
70-74%
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of
Professional and Continuing Studies Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Professional
and Continuing Studies are committed to providing an equal educational
opportunity for all students. Any student who requires a reasonable
accommodation to meet the requirements of this course is encouraged to
notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and
learning disabilities based on need. The disability must be documented with
appropriate evaluations administered by qualified professionals. This
documentation must be on file with campus designee Benita Williams (713681-1120) for the SPCS Office of Student Support Services.
The syllabus is a binding agreement between the faculty member and the
students in the course. After distribution of the syllabus, any changes to
the syllabus must be (1) agreed to by all parties without coercion, (2)
distributed in writing, and (3) distributed to all parties.
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Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing
is and the criteria by which SHS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a
smooth reading and clear communication of ideas. The ideas are written so they can
be understood easily, and the reader does not have to struggle to understand what the
writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory
paragraph (or two) that grabs the reader’s attention, makes the reader want to
continue reading, and gives the reader some idea of what the paper is about. The
main idea of the paper does not have to be stated in the opening sentence or even in
the opening paragraph, but it should be clear before the end of the essay. What’s
important is that the reader has a sense of the writer’s direction throughout the essay
and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and
provide adequate supporting detail. Details can include examples, allusions,
statistics, quotations, paraphrases, summaries, and more. Has the writer answered
questions such as “what,” “what if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject
from different perspectives, identify what’s at stake in each of these perspectives, and
connect his or her conclusions to the central theme of the paper. It is not enough to
present supportive examples without making clear the significance of these examples
and how they advance the point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to
select appropriate material from references to support ideas, use a variety of
references, integrate the source material smoothly into the flow of the paper, and
demonstrate consistent and correct use of the APA documentation style.
6. Effective Use of Language And Diction: The writer should use a vocabulary that is
suitable to the subject and the audience. Are the words used accurately and
effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues
of verb tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on
sentences, sentence fragments, and misplaced as well as dangling modifiers.
Occasional errors that do not interfere with the reading of a text may be considered
acceptable.
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