College of Education
Department of Specialized Studies
Counseling Program Area
Instructor:
Bruce Dykeman, Ph.D.
Contact Information:
bdykeman@roosevelt.edu
847-619-8822
Office Hours:
Wednesdays: 3 – 5 p.m.
Saturdays: By appt.
Office Address:
Schaumburg: Room 528
Foundations of Counseling Theory and Practice
CHS 413-30
Spring Semester 2014
Catalog Description
A study of the philosophical foundations of counseling with concentrated study of counseling
theories; including historical and contemporary theories; diversity issues relevant to counseling
theories; and the student's personal philosophical and theoretical beliefs.
Accommodation of Persons with Disabilities
Students with disabilities or other conditions that require special accommodations are
encouraged to identify themselves to the instructor and/or to the Academic Success
Center/Office of Disability Services at 312-341-3810 as early as possible.
Broad Goals (College of Education)
1. Acquire knowledge and skills required of counselors to foster a community of social justice.
2. Demonstrate a respect for the knowledge and learning published in current counseling
literature.
3. Demonstrate a passion for the craft of the counseling profession.
Course Objectives/ Learning Outcomes
2
The following objectives are based on the Council for Accreditation of Counseling and Related
Educational Programs (CACREP) 2009 Standards. Students will complete studies and
assignments that provide an understanding of the following aspects of the theoretical nature of
professional counseling:
1. Demonstrate knowledge of counseling theories to conceptualize client presentation, including
family systems and selection of appropriate counseling interventions (CORE: II.G.5.d.e;
CMHC: A.5; SC: C.1).
2. Demonstrate essential interviewing and counseling skills (CORE II.G.5.c).
3. Identify aspects that contribute to counseling efficacy, including the characteristics of the
counselor, client, and cultural influences (e.g., age, gender, ethnicity, sexual orientation,
ability-level, socioeconomic status, etc.) (CMHC: E.1; SC: E.l).
4. Demonstrate an understanding of wellness and prevention as desired counseling goals
(CORE: II.G.5.a; CMHC: D.3; SC: C.1).
5. Demonstrate an understanding of the practice of consultation (CORE: II.G.5.f; CMHC: A.5;
SC: M.4).
6. Review literature to inform the practice of counseling (CMHC: J.1; SC: J.1)
7. Identify personal characteristics and behaviors that assist you in the helping relationship
(CORE: II.5.b)
8. Review principles of crisis intervention. (CORE: II.G.5 g).
-----------------------------------------------------------------CORE:
CMHC:
SC:
A core CACREP standard
A clinical mental health counseling CACREP standard
A school counseling CACREP standard
Methodology
1. Reading assignments in textbook and Blackboard’s DOCUMENTS folder.
2. Lectures
3. Discussions
4. Videos of counseling and consultation sessions.
5. Role-playing and observations
6. Self-critiques
7. Quizzes
8. Autobiography paper
9. Research paper: Literature Review
10. Personal theory paper
11. Final Exam
Class Policies
Attendance is required for all classroom activities, including our face-to-face meetings and
Blackboard’s Discussion Board activities. A partial grade loss in incurred for each missed
classroom.
All assignments must be submitted by their due date, with points deducted for late assignments.
No grades of Incomplete are given, and grades are calculated based upon the quality and timing
3
of work submitted. Please consult with your instructor if you If you experience an extraordinary
circumstance that interferes with or prohibits your timely participation in learning activities and
for discussion of the university’s withdrawal dates.
University Academic Honesty/Plagiarism Policy
Please see http://www.roosevelt.edu/plagiarism/default.htm and
http://www.roosevelt.edu/current/judicial/academic-dishonesty.htm
Please also check the current Student Handbook
University Religious Holidays Policy
Roosevelt University respects the rights of students to observe major religious holidays and will
make accommodations, upon request, for such observances. Students who wish to observe
religious holidays must inform their instructors in writing within the first two weeks of each
semester of their intent to observe the holiday so that alternative arrangements convenient to both
students and faculty can be made at the earliest opportunity. Students who make such
arrangements by the deadline will not be required to attend classes or take examinations on the
designated days, and faculty must provide reasonable opportunities for such students to make up
missed work and examinations. However, all work missed for such absences, including papers
and examinations, must be made up. Students who do not arrange for excused absences by the
deadline are not entitled to such accommodations.
Assessment of Professional Dispositions
All teacher, counselor, and school leader candidates enrolled in the College of Education
are expected to demonstrate the professional dispositions articulated in the conceptual
framework of the College of Education and by the state of Illinois and professional
organizations. An assessment rubric accessible via Taskstream and/or the Blackboard
website will be used at the end of the semester to evaluate all such candidates enrolled in
this course in terms of their professional dispositions. The scores given will be viewable
via Taskstream or another approved means. Students who receive a rating of
“unacceptable” on any rubric item will be subject to a Student Performance
Review. Please see the College of Education website for more information about the
policy and procedures for the Assessment of Professional Dispositions.
College Policy on Communications
Students are requested to use their university e-mail account when communicating with faculty
by e-mail.
Required Readings and Materials
Corsini, R.J. & Wedding, D. (2014). Current psychotherapies (10th ed.). Belmont, CA:
Brooks/Cole.
4
Assignments
1. Quizzes: Multiple choice quizzes covering content of the reading assignments. The quizzes
are administered after lecture and discussion of the assigned readings. (70 points) (CORE:
II.G.5.a.d.f; CMHC: A.5, D.3; SC: C.1, M.4)
2. Practice Interviewing: In-class role playing exercises to identify and develop essential
interviewing and counseling skills. (30 points) (CORE: II.G.5.c)
3. Autobiography: You are asked to write an autobiography, which is held confidential
between you and your course instructor. This is not a chronology of events, but rather an
analysis of significant events in your life that led you to be who you are today. Consider the
values you hold close to yourself and the philosophy you use to guide your life. Coverage
can include, yet is not limited to:
a. Information about your family of origin (parents, siblings, other relatives or
significant people), including gender, age and developmental milestones, that
influenced your development and perceptions of yourself in the world.
b. A discussion of the turning points in your life up to the present and the effect of these
turning points on your life.
c. The role your cultural heritage and environment played in your development. (Was
your cultural upbringing similar to those around you? How did your gender, SES,
birth order, exposure to other cultural groups affect you?)
d. What lead you to the career you chose? How did you end up here? Where would you
like to go from here?
There is no specific number of pages, but the usual length is approximately 6 - 10 pages,
double spaced. Due on March 15. (50 points) (CORE: II.5.b)
4. Research Paper: A research paper reviewing literature describing the application of
counseling strategy to a defined clientele and the theoretical implications of that strategy.
Describe the evidence that supports the use of the selected strategy along with advantages
and disadvantages. Describe the clientele with whom this counseling intervention is most
applicable. Describe the theoretical basis of the intervention strategy and the assumptions
upon which this theory is based. Selected articles for this paper must come from recent
journals in professional counseling. APA style is required. The usual length of the research
paper is 6 – 10 pages excluding the title and reference pages. Due on March 29. (50 points)
(CMHC: J.1; SC: J.1)
5. Personal Theory Reflection: Submit a paper reflecting your preferences and inclinations
toward one of the counseling theories we’ve studied. Indicate the type of clientele with
whom you would like to use this theory. Discuss how you think this theory fits with your
personal philosophy, the clientele you would like to work with, and your intended work
environment. Describe why you are attracted to this particular theory and explain any parts
of the theory to which you do not ascribe. Due on April 12. (50 points) (CORE: II.5.b;
CMHC: A.5; SC: C.1)
5
6. Final Exam: A final, comprehensive exam that covers knowledge acquired through our
readings and learning activities, including text chapters, Blackboard documents, and video
clip demonstrations of theory, consultation, and wellness. Due on April 26. (50 points)
(CORE: II.5.b.d.f.g; CMHC: A.5; SC: C.1)
Assessment
Assignment
1. Quizzes
2. Practice Interviews
3. Autobiography
4. Research Paper
5. Personal Theory Reflection
6. Final Exam
Points
70
30
50
50
50
50
CACREP Objective
CORE: II.G.5.a.d.e.f; CMHC: A.5, D.3,; SC: C.1, M.4
CORE: II.G.5.c
CORE: II.5.b
CMHC: J.1; SC: J.1
CORE: II.5.b; CMHC: A.5; SC: C.1
CORE: II.5.b.d.f.g; CMHC: A.5, E.1; SC: C.1, E.1
CORE: A CACREP Core Standard
CMHC: A CACREP Clinical Mental Health Counseling Standard
SC: A CACEP School Counseling Standard
Grading Scale
Attendance is required for a passing grade, and final grades are based on total points.
Grade
A
AB+
B
BC+
C
CD
F
=
=
=
=
=
=
=
=
=
=
Points
285-300
270-284
255-269
240-254
225-239
210-224
195-209
180-194
165-179
< 165
Assignments submitted after the posted due dates will incur point a point reduction for days late.
Schedule and Calendar
Session
Date
1
Jan. 11
2
Jan. 11
Assignments
Chapter 1
Chapter 15
Defining Issues
Chapter 2
Topic
Introduction
Multicultural
Ethics of Caring
Psychoanalysis
CACREP Standard
CORE: II.G.5.b.d
CMHC: A.5, C.1,E.1
SC: C.1, E.1
CORE: II.G.5.c.d.f
6
Video
Role Play
Quiz 1
Psychoanalytic Consult: Kernberg
Interviewing Skills
3
Jan. 25
Chapter 3
Adler
4
Jan. 25
Chapter 4
Role-Play
Quiz 2
Client-centered
Interviewing Skills
5
Feb. 8
Chapter 5
Chapter 6
Rational Emotive
Behavior Therapy
Chapter 7
Role-Play
Research Seminar
Quiz 3
Chapter 8
DVD
Illinois PBIS
Cognitive
Interviewing Skills
University Library
6
7
Feb. 8
Feb. 22
8
Feb. 22
9
March 15
10
March 15
11
March 29
12
March 29
13
April 12
Chapter 9
Video
Role-Play
Quiz 4
Chapter 10
Autobiography
Existential
Existential Consult: Bugenthal
Wellness:
http://www.pbisillinois.org/
Gestalt
Gestalt Consultation: Polster
Interviewing Skills
Interpersonal
Autobiography is due
Chapter 11
Role Play
Quiz 5
Chapter 12
Research
Family Therapy
Interviewing skills
Chapter 13
Wellness
Research
Quiz 6
Chapter 14
Presentations
Positive
Blackboard Documents Folder
Research Paper Presentations
Contemporary Challenges
Crisis Intervention Handouts
Interviewing Skills
Personal Theory Papers
Contemplative
Research Paper Presentations
Integrative
Personal Theory Paper
14
April 12
Chapter 16
Crisis Intervention
Role-Play
Presentations
Quiz 7
15
April 26
Video
Social Justice: Moral Dilemmas
16
April 26
Exam
Comprehensive Exam of Theory,
Crisis Intervention, Wellness,
and Consultation
CORE: A CACREP Core Standard
CMHC: A CACREP Clinical Mental Health Counseling Standard
SC: A CACEP School Counseling Standard
CMHC: A.5
SC: C.1, M.4
CORE: II.G.5.d
CMHC: A.5
SC: C.1
CORE: II.G.5.c.d
CMHC: A.5
SC: C.1
CORE: II.G.5.d
CMHC: A.5
SC: C.1
CORE: II.G.5.c.d
CMHC: A.5
SC: C.1
CORE: G.8.a
CORE: II.G.5.a.d.f
CMHC: A.5, D.3
SC: C.1, M.4
CORE: II.G.5.c.d.f
CMHC: A.5
SC: C.1, M.4
CORE: II.G.5.d.f
CMHC: A.5
SC: C.1
CORE: II.G.5.c.d.e.f
CMHC: A.5
SC: C.1, M.4
CORE: II.G.5.d
CMHC: A.5, J.1
SC: C.1, J.1
CORE: II.G.5.c,d
CMHC: A.5,D.3,J.1
SC: C.1, J.1
CORE: II.G.5.a.d
CMHC: A.5, D.3
SC: C.1
CORE: II.G.5.c.d.g
II.G.5.c
CMHC: A.5
SC: C.1
CORE: II.G.5.d
CMHC: A.5
SC: C.1
CORE: II.G.5.b.d.f.g
CMHC: A.5
SC: C.1
7
Course Objectives by Learning Activities by Assessment
2009 CACREP Standard
Learning Activities
II. Helping Relationships: G.5.a: An
orientation to wellness and prevention as
desired counseling goals.
Videos of Helping Relationships
Corsini: Chapters 1: Introduction
Corsini: Chapter 13: Positive Psyc
Quiz 1
Quiz 6
II. Helping Relationship: G.5.b: Counselor
characteristics and behaviors that
influence helping processes.
II. Helping Relationships. G. 5. c:
Essential interviewing and counseling
skills
Autobiography
Personal Theory Paper
Graded paper: Autobiography
Graded paper: Personal Theory
Final Exam
Feedback sheets
II. Helping Relationships. G. 5. d:
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
Reading assignments in Corsini
and Wedding
Videos of Intervention Strategies
Quiz 1-7
Final Exam
II. Helping Relationships. G.5.e: A
systems perspective that provides an
understanding of family and other
systems and major models of family and
related interventions.
II. Helping Relationships. G.5.f: A
general framework for understanding
and practicing consultation
II. Helping Relationships. G.5.g: Crisis
intervention and suicide prevention
models, including the use of
psychological first aid strategies
Corsini & Wedding: Chapter 11:
Family Therapy
Quiz 6
Videos on consultation
Blackboard Documents Folder on
Illinois PBIS
Blackboard Documents folder on
crisis intervention and suicide
prevention.
Handouts
Quiz 7
Final Exam
CMHC. Foundations. A. 5. Understands a
variety of models and theories related to
clinical mental health counseling,
including the methods, models, and
principles of clinical supervision
Readings in Corsini & Wedding
Personal Theory Paper
Videos of supervision models
Quizzes 1-7
Graded Paper: Personal Theory
Final Exam
CMHC. Counseling and Prevention. D.3:
Promotes optimal human development,
wellness, and mental health through
prevention, education, and advocacy
Website: Illinois Positive
Behavioral Intervention
System (PBIS)
Quiz 6
Classroom role-play activities
Videos demonstrations
Assessment
Quiz 7
Final Exam
8
activities.
CMHC. Diversity. E.1: Understands how
living in a multicultural society affects
clients who are seeking clinical mental
health counseling services.
CMHC. Research. J.1: Applies relevant
research findings to inform the practice
of clinical mental health counseling.
SC. Counseling and Prevention. C.1:
Knows the theories and processes of
effective counseling and wellness
programs for individual students and
groups of students.
SC. Diversity. E.1: Understands the
cultural, ethical, economic, legal and
political issues surrounding diversity,
equity, excellence in terms of student
learning.
SC. Research. J.1: Applies relevant
research finding to inform the practice of
school counseling
SC. Consultation. M.4: Understands
systems theories, models, and processes
of consultation in school system settings.
Corsini & Wedding: Chapter 15
Video: Social Justice Moral
Dilemmas
Quiz 1
Final Exam
Literature Review
Graded Paper: Literature Review
Readings in Corsini & Wedding
Personal Theory Paper
Quizzes 1-7
Graded Paper: Personal Theory
Corsini & Wedding: Chapter 15
Video: Social Justice Moral
Dilemmas
Quiz 1
Final Exam
Literature Review
Graded Paper: Literature Review
Videos: Kernberg, Polster,
Bugenthal,
Quiz 5