COUN 547
Counseling Theories
3 Semester Hours, Fall 2014
Thursdays 12:30pm - 3:10pm
Office Hours: By Appointment
Course Instructor
Nate Koser, PhD, LPC
Office Phone: (540)432-4324
Email: nate.koser@emu.edu
Course Description:
This course is designed to provide students with an overview of central theories of
counseling and psychotherapy. Key counseling theory concepts are introduced through
readings, lecture, videos, and small group exercises. Students will become familiar with the
central tenets of each theory and engage in practical application and skill development
exercises.
Course Objectives:
1. Students will gain an understanding of a variety of counseling theories (2009 CACREP II
G. 5 d,e).
2. Students will demonstrate knowledge about the historical development of various
counseling theories (2009 CACREP II G. 5 d,e).
3. Students will learn how to conceptualize client presentation and select appropriate
counseling interventions from a variety of theoretical perspectives (2009 CACREP II G. 5
d,e).
4. Students will learn to apply various theories to practical case studies (2009 CACREP II F;
G. 2b; G. 5d).
5. Students will be exposed to models of counseling that are consistent with current
professional research and practice in the field (2009 CACREP II F; G. 2b; G. 5d).
Course Format:
This course will emphasize the process of collaborative elaboration. By approaching the
course as an open question, without any assumption that all has been learned about our
topic, we will attempt to generate fresh perspectives. Each student, along with the
professor, will engage one another during class sessions in the development and the active
engagement with the material being explored. Everyone involved in the class is
expected to fully engage in this process. (*See Participation Section)
Grading:
The Master of Arts in Counseling faculty support students in actively engaging their
academic and applied work throughout their training, valuing this as a core
professionalism skill. An A and B track is offered in most classes allowing students to
complete assignments and reading commensurate with that grade. Students who complete
work for a designated grade are not assured that grade as their work is assessed for
competence and completeness by the grading professor. Students should be aware that
graduate university policy allows two C grades before being dismissed from the program
and insufficient completion of the B track requirements may increase their chances of
receiving a lower grade.
Required Reading:
Corsini, R. J., & Wedding, D. (2011). Current psychotherapies (10th Ed.). Belmont, CA:
Brooks/Cole.
Counseling Theory Videotapes (Objectives: II F; G 2b; G5d).
Students will choose a number of theory or assessment/ treatment videos to watch
throughout the semester. Subsequent to the viewing of the videos, students will be asked to
draft a paper on what they viewed. Special attention should be given to the underlying
theoretical presumptions of each theory, clinical style, and the student’s assessment of the
theory. Students should also indicate the tapes they viewed.
For the grade of an A: Students will view eight hours of video. Students will then submit
one, two-page paper with bullet-points highlighting various aspects that interested them
about the videos they chose to view. This is one paper for all eight hours of video.
For the grade of a B: Students will view four hours of video. Students will then submit a
one-page paper with bullet-points highlighting various aspects that interested them about
the videos they chose to view. This is one paper for all four hours of video.
Participation in Course Material (Objectives: II.G.5.d; II.G.7.g; II.G.8.e; A.2; B.1 G.1; K.1 &
2; L.1):
As was mentioned in the description of the course, each student will be expected to actively
engage in the development of this course through participation. This includes participation
during class meetings. It is required that students make every effort to be as participatory
as possible. Students should expect to be called upon to share their thoughts, questions,
and perspectives on the material of the course. Evaluations of student participation will be
based upon the following components: the depth of engagement with the material,
utilization of literature beyond merely the required text(s), participation in both answering
and raising questions, and the dialogue with peers and the instructor during class.
Original Theoretical Writings (Objectives: II F; G. 2b; G. 5d).
Students will read original writings on the theory of their choice (*Each original writing
must be approved by the instructor in order for it to satisfy the requirements for this
assignment*). Original writings are defined as those texts written by the creator/founder of
each theory.
For the grade of an A: Students will read two original writings and submit one, six-page
paper on what they learned through their reading of these texts.
For the grade of a B: Students will read one original writing and submit one, three-page
paper on what they learned through their reading of this text.
Panel of Experts (Objectives: II F; G 2b; G5d):
In lieu of final, cumulative papers or exams, students will be asked to participate on a panel
of experts. This means that at the end of the semester, students will be divided into panels
representing the various theories discussed in the course. (*The number of people per
panel will depend on student interest, as equal distribution as possible, and time
constraints. Not all theories must be represented.) Each panel will be asked to discuss a
clinical case study from their respective theoretical orientations with the remainder of the
class as their audience. The class members of the audience will be required to engage the
panel with questions, dialogue, discussion, and alternate perspectives. The panel, as well as
each individual member, will be expected to actively engage in this process. Panel members
will be expected to articulate as fully as possible their theory’s perspective on: 1) What is
the ideological and ethical foundation of the theory (i.e., What are the ideas/ideals that
guide the theory, and what is its ethic?) 2) What is normal vs. abnormal, or what is
clinically significant (i.e., psychological health vs. psychopathology)? 2) What is the source
of psychological distress (i.e., etiology)? 3) How is the treatment conceptualized? 4) What is
the role of the clinician (i.e., technique)? 5) How is change defined, and how is it
recognized? 6) What are the benefits and limitations to the theory? 7) What challenges
does the theory pose for the clinician? Evaluations will be given based on the depth of
engagement with the material, utilization of literature beyond merely the course text(s),
participation in both answering and raising questions, and the dialogue with peers and the
instructor during class. Each panel member is required to participate equally.
Attendance and Participation
This class will abide by program standards for attendance. Students should notify the
professor if they are unable to attend a scheduled class. The student is responsible for
gathering material that is missed because of an absence. Arrangements may be made with
the professor prior to the class that will be missed. More than two absences will lower the
overall course grade. A note about technology: Please limit cell phone use to emergencies.
It is expected that in-class use of computers be for note taking only. Do not text or use the
internet during class.
Academic Honesty
Good academic work must be based on honesty. The attempt of any student to present as
his/her own work, that which he or she has not produced, is regarded by the faculty and
administration as a serious offense. Students are considered to have cheated, for example,
if they copy the work of another, or use unauthorized notes or aides during an examination
or turn in their own paper or an assignment written, in whole or in part, by someone else.
Students are guilty of plagiarism, intentionally or not, if they copy material from books,
magazines, or other sources without identifying and acknowledging those sources or if they
paraphrase ideas from such sources without acknowledging them. Students guilty of, or
assisting others in cheating or plagiarism on any assignment, quiz, or examination may
receive a grade of F for the course involved and a report of this incident will be filed in the
dean’s office. Repeated violations will invoke a disciplinary process.
Disability Statement
If you have a physical, psychological, medical or learning disability that may impact your
work in this course, it is your responsibility to contact Student Disability Support Services
(ASC) on the third floor of the Hartzler library. They will work with you to establish
eligibility and to coordinate reasonable accommodations. Through the Disability Support
Services you may take advantage of free individual tutoring from Academic Support Center
tutors. ASC tutors are students trained to support students in particular courses and
departments. Tutors also offer occasional study group options. To make an appointment,
visit http://www.emu.edu/academic-support/disabilities/ All information and
documentation is treated confidentially.
Course Schedule
Date:
Subject & Due Dates:
Readings:
8/28
Introduction & Course Description:
On the Role of Theory & the Limitation of the Class
Ideology, Ethics, and Clinical Action
What is Theory?
9/4
Psychodynamic Approaches:
Sigmund Freud: Psychoanalysis
Chap 1-2
9/11
Alfred Adler: Individual Psychology
9/18
Carl Jung: Analytical Psychology
9/25
Behavioral & Cognitive Approaches:
Behavior Therapy
Chap 6
10/2
Cognitive Therapy
Chap 7
10/9
Rational Emotive Behavior Therapy
Chap 5
10/16
Humanistic & Existential Approaches:
Carl Rogers: Client-Centered Therapy
Guest Lecturer: David Glanzer, PhD
Chap 4
10/23
Existential Psychotherapy
Chap 8
Chap 3
*Handout
*Original Theoretical Writing Papers Due
10/30
Gestalt Therapy
11/6
Interpersonal & Integrative Approaches:
Attachment Theory
Integrative Psychotherapies
*Counseling Theory Video Tapes Papers Due
Chap 9
*Handout & Chap 14
11/13
Panel of Experts
11/20
No Class: Annual VCA Conference
11/27
No Class: Thanksgiving Break
12/4
Panel of Experts
12/11
Panel of Experts