SYLLABUS
COUN 6830: THEORIES AND TECHNIQUES OF
COUNSELING
Instructor:
Email:
Location:
Office Hours:
Phone Number:
Texts:
Burns, D. (1999 or later edition). Feeling good: The new mood therapy. New York
Smith, E. J. (2012). Theories of counseling and psychotherapy: An integrated approach. Los Angeles: Sage.
Additional reading:
Handouts: Available through D2L
Objectives:
To provide students with a survey of several established theories of counseling and a sampling of the
techniques of these counseling theories, as well as demonstration of their application in an ethical,
multicultural context of mental health work. It is also the objective of this course to assist students as they
begin to formulate a personal model of counseling, integrating evidence-based practices with your own
strengths, values, and understandings from the literature of what brings about positive change and wellness.
2009 CACREP Standards Addressed and Measured
Standard
#
Core Curricular
Category
Standard
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Lecture and course
readings; Key Concepts
Worksheets; Recording of a
practice counseling session;
Exam
Lecture and course
readings; Key Concepts
Worksheets; Exams
II-G-3-h
Human Growth and
Development
Theories for facilitating optimal development and
wellness over the life span
II-G-5-b
Helping Relationships
Counselor characteristics and behaviors that influence
helping processes
II-G-5-d
Helping Relationships
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;
Lecture and course
readings; Recording of a
practice counseling session;
Personal model of
counseling paper; Exams
II-G-5-e
Helping Relationships
A systems perspective that provides an understanding
of family and other systems theories and major
models of family and related interventions
Lecture and course
readings; Key Concepts
Worksheets
II-G-8-e
Research and Program
The use of research to inform evidence-based practice
Lecture and course
Evaluation
Standard
#
School Counseling
SC-C-1
Counseling,
Prevention,
Intervention Knowledge
readings; Class
presentations; Key
Concepts Worksheets
Standard
Knows the theories and processes of effective
counseling and wellness programs for individual
students and groups of students
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Lecture and course
readings; Key Concepts
Worksheets; Personal
model of counseling paper;
Exams
Course Requirements and Activities:
Point
Value
6 Key Concept Worksheets (each worth 5 points) and 6 Quizzes (each worth 3 points + 2 bonus
points when this work on all 6 chapters is completed)
Students will complete a Key Concepts Worksheet (to be put in D2L Dropbox) and results of
on-line Quiz (to be e-mailed to EMAIL) for the Psychoanalytic; Family Systems; Integrative;
Multicultural; and two of the following three: Feminist/Lesbian/Gay Therapy; Narrative;
Spiritual/Religious. These assignments will not be accepted later than the times listed below, so
planning ahead is advised.
50
Report on Burns, D. (1999 or later edition). Feeling good: The new mood therapy.
Students are to submit the following paper in the drop box no later than 11:59 pm on 11/3:
1. Chapters 1 & 2: In a paragraph or two, discuss what you like and dislike about the initial
two chapters of the book. Include how promising you find this to be and why.
2. Chapter 3: Name five different cognitive distortions and give an original example of each.
These can be distortions that you have been “guilty” of creating, but they do not have to
be. In each case, tell what would be a more rational way to look at the situation.
3. Select five additional chapters (excluding those regarding antidepressant medications) for
each write a response (no less than 500 words) including
• A reaction to the content
• Specific ways that you might use this material in your personal life and/or
specific ways that you might use this material with clients.
30
Demonstration of counseling techniques based on a counseling theory.
Students will present a brief (15 minute minimum) demonstration, live or on video tape/DVD,
where each conducts a segment of a counseling session demonstrating a technique associated with
a designated counseling theory other than that of their group presentation or Person-Centered.
Submit a signed consent form (if this is conducted with anyone other than a classmate) with the
session and a completed form that will be on D2L.
40
Presentation of a counseling theory.
Students, in groups of two or three) are to present a teaching module (between 75 and 90
minutes) on a theory. Members will determine the division of labor, but all must participate in the
planning and in the presentation itself, and all will receive the same grade. The group should use a
variety of methods and should engage the class actively in the learning process. For full credit, the
presentation will include the following:
• The major contributor(s)
• An overview of the major principles and underlying assumptions
• Major techniques and skills involved in the application of this model
• Some type of demonstration of one or more techniques by the group member(s)
• A discussion of the empirical evidence and the quality of such
• Reporting of content from at least one peer-reviewed article
• At least one activity, skill practice, or other experiential component for the entire class
(discussion questions, inner reflections, or activities from the text may be used, or the
group may get them from other sources or may create their own)
• A reference page in APA style citing at least 5 sources, including the Smith text and at least
two peer-reviewed articles
Handouts for the class are optional
.
30
Theories paper to begin to formulate and explain a personal model of counseling.
Directions will be provided on D2L.
50
3 Tests
300
Total Possible Points
500
Class Attendance and Participation:
Regular attendance and full participation in activities and discussions are expected in this and every class in
the Professional Counseling Program. Students are expected to come to class ready to discuss the material,
having read the assigned chapters. Unexcused absence from more than one class will result in a 20-point
deduction per class; arriving late or unprepared will result in a 5 point the first time and 10 point deduction per
class thereafter.
Exploration of Personal Material:
A portion of class time will be spent in interactive viewing of counseling sessions and in skill-building
activities. While some personal sharing will be encouraged and will be a natural part of the experiential
components, the students will not be expected to divulge information that they choose to hold as private.
Since it is recommended that all students seek personal counseling at some time during their training, the
students in this class are encouraged to be attuned to issues that may arise that could be further explored with
a professional counselor.
Dispositions:
Students in the Professional Counseling Program are required to demonstrate program Dispositions (being
collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all
other academic and professional endeavors. Information regarding demonstration of these dispositions may
be communicated to program faculty to be used as a component of the faculty’s continuous evaluation of
student progress. (See Professional Counseling Program Handbook for details.)
Disabilities:
Students with disabilities have the right to self-identify to the instructor and should do so during the first
week of class if they are in need of accommodations. Those accommodations must be approved through the
Disabled Student Services Office in KUC 120.
Grading Scale: A = 93-100%; A- = 90-92%; B+ = 87-89%; B = 83-86%; B- = 80-82%; C+ = 77-79%; C = 73-76%;
C- = 70-72%; D = 60-69%; F = Below 60%. Incompletes are given only when the most unusual circumstances
occur.
Suggestions for Preparing for Class:
1. Read the assigned chapter.
2. Take tutorial quiz on chapter and review the terminology that can be found at
http://www.sagepub.com/smiththeories/study/intro.htm
3. Work on assignments that have later deadline.
CLASS SCHEDULE
TOPIC
WORK DUE Read the chapter on the “theory of the day” and bring
questions or observations about the theory for class discussion.
Date
Intro/Overview/ Adlerian
Date
Adlerian/Existential
Date
Person Centered
Date
Gestalt
Date
Gestalt
Date
Test # 1 & Reality/Choice Therapy
Key Concept Worksheet and Quiz Grade submitted for
Multicultural by TIME.
Test on Adlerian, Person-Centered, & Gestalt
Date
Reality/Choice Theory
Student presentation
Date
Behavior
Student presentation
Date
Cognitive: Ellis
Student presentation (Ellis)
Date
Ellis
Cognitive: Beck
Date
Date
Beck
Date
Solution-Focused
Date
Date
Test # 2 & Family Systems
Date
No Class – Finish and submit
paper
Integrative and Review
Date
Date
Test # 3 at TIME – Please note
change from usual class time.
Key Concept Worksheet and Quiz Grade submitted for
Psychoanalytic by TIME.
Key Concept Worksheet and Quiz Grade submitted for
Feminist/Lesbian/Gay Therapy (if selected as 1 of 3) by TIME.
Student presentation (Beck)
Complete the assignment for the Burns book, Feeling Good,
the New Mood Therapy by TIME
Read “Mindfulness,” pp. 342 – 350.
Key Concept Worksheet and Quiz Grade for Narrative (if
selected as 1 of 3) by TIME.
Student presentation
Counseling session recording (or live demo) due at beginning
of class
Key Concept Worksheet and Quiz Grade submitted for Family
Systems by TIME
Test on Reality, Behavior Therapy, Cognitive, and SFBT
Personal Model of Counseling Paper by TIME
Key Concept Worksheets and Quiz Grades submitted for
Integrative and for Spiritual/Religious (if selected as 1 of 3) by
TIME.
Test on Adlerian, Person-Centered, Gestalt, Behavioral,
Reality, Behavior Therapy, Cognitive, and SFBT