Springfield College
School of Professional and Continuing Studies
Boston Campus
Counseling Theories, MMHC 647 (3 Credits)
September 2015
Instructor: Sharlene Bullock, B.S., M.S., LMHC
Address: 529 Main Street, Boston Ma 02129
Phone number(s): (857) 654-8501
College e-mail address: Sbullock@springfieldcollege.edu
Class Schedule
Dates: 9/26, 10/17, 11/14, 12/12
Time: 9:30AM - 5:30PM
Location: Springfield College Boston Campus
529 Main Stret Boston Ma 02129
REQUIRED TEXT(S):
Corey, G. (2012). Theory and Practice of Counseling and Psychotherapy (9th ed.).
Belmont, CA: Thomson, Brooks, & Cole.
Corey, G. (2009) Case approach to counseling and psychotherapy. Belmont, CA: Wadsworth.
8th Edition [ISBN: 978-1111-841-768]
American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders
5th Edition [ISBN: 978-0890-420-416]
RECOMMENDED RESOURCES:
Wamback, K (2003) The Clinical Assessment Workbook [ISBN:978-0534-57843-5]
Co9rey, G. (2014) Issues and Ethics in the Helping Profession 9th Edition [ISBN: 9781305389458]
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.
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COURSE OUTCOMES:
At the end of this course, students will be able to
Demonstrate an understanding of the major theoretical underpinnings of five
theories of counseling and psychotherapy: psychodynamic, cognitive-behavioral,
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:
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This is a graduate-level seminar course. Students are expected to have completed the reading and
writing assigned before class and prepared to contribute their ideas and questions during class.
Papers presented after the start of class, will be considered late and will be reflected in grades.
As part of the requirements for this course, a mandatory weekly read and respond assignment
must be completed using Springfield College’s Moodle Virtual Classroom (MVC). The weekly
assignment will be available on-line each Monday at noon and responses will be due on-line on
the following Monday at noon.
COURSE OVERVIEW:
SESSION I:
In-class topics: This session will provide an introduction to the course and will focus on the
importance of counselors’ and clients’ worldviews, multicultural intentionality, and theoretical
integration for effective counseling. You will be asked to orally present your paper during this
class. Discussion will include time for questions and feedback, use of Moodle, Small group
exercises will follow. In preparation for Session II: The class will review the syllabus for the
next session
SESSION II:
In-class topics: This session will focus on central constructs of the theories assigned. You will
be asked to role play different techniques from each theory. We will use the case of Ruth to help
clarify the different models presented. Discussion will include time for questions and feedback,
use of Moodle, Small group exercises will follow. In preparation for Session III the class will
review the syllabus for the next session
SESSION III:
In-class topics: This session will focus on the theories, methods and central constructs of the
theories assigned. How you can use these methods with different populations will be discussed.
We will be covering children, adolescents, adults and elders. Discussion will include time for
questions and feedback, use of Moodle, Small group exercises will follow. In preparation for
Session IV the class will review the syllabus for the next session
SESSION IV:
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In-class topics: This session class will focus on family systems theory and multicultural
counseling. Other topics include: systemic worldview, central constructs of family therapy,
multicultural issues in family therapy, and limitations of family therapy, cultural identity
development theory, and practice with culturally appropriate techniques Discussion will include
time for questions and feedback, use of Moodle, Small group exercises will follow.
ASSIGNMENTS:
Due for Session I: Pre-course assignment(s)
Written assignment is attached to this Syllabus
Read and Respond: a mandatory weekly read and respond assignment must be completed using
Moodle. The weekly assignment will be available on-line each Monday at noon and responses
will be due on-line on the following Monday by noon.
Due for Session II
Read: Introduction and Overview, Chapters 1, 2, 3, and 14, Theory and practice of counseling
and psychotherapy Chapters 1 and 12 Case approach to counseling and psychotherapy
Write: A paper (5-7 pages) that summarizes the most important aspects of the reading from your
point of view.
Read and Respond: a mandatory weekly read and respond assignment must be completed using
Moodle. The weekly assignment will be available on-line each Monday at noon and responses
will be due on-line on the following Monday by noon.
Due for Session III
Read: Chapters 4, 5, 6, 7, 8 Theory and practice of counseling and psychotherapy and Chapters
2, 3, 4, 5, 6 Case approach to counseling and psychotherapy
Write: A paper (5-7pages) that summarizes the most important aspects of each theory presented
in your reading. The paper should include: how the theory views human behavior; the
most important concepts/ideas of the theory; a description of the most important methods
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used in each approach; a comparison of these theories (what are the ideas/perspectives
that the theories have in common, what are the differences); your impression of each
approach.
Read and Respond: a mandatory weekly read and respond assignment must be completed using
Moodle. The weekly assignment will be available on-line each Monday at noon and responses
will be due on-line on the following Monday by noon.
Due for Session IV
Final written assignment on your theory of choice. Present in the following sequence. Be
prepared to present in class
1. Identify your counseling theory of interest
2. Founder of theory
3. Philosiophy and basic assumptions of theory
4. At least 5 essential key concepts
5. Therapy goals using this theory
6. Therapist’s role
7. Client’s role
8. At least 5 techniques to be used
9. At least 5 benefits of the theory
10. At least 5 limitations
11. At least 5 areas of application
12. Multicultural perspective
Read and Respond: a mandatory weekly read and respond assignment must be completed using
Moodle. The weekly assignment will be available on-line each Monday at noon and responses
will be due on-line on the following Monday by noon.
COURSE PARTICIPATION:
Students will receive the benefits of active in class participation and contribution. Participation
as identified below will be reflected in grades
1. Participation adds interest—it’s hard to maintain students’ focus and attention when all
they hear is the professor talking. It helps to hear another voice as well as an answer or
another point of view.
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2. Participation engages students—A good question can pique students’ interest, make
them wonder why, get them to think, and motivate them to make connections with the
content.
3. Participation provides the instructor’s feedback—when students answer or try to
explain, Instructors can see the scope of their understanding. They can correct (or help
the students correct) what the students struggles with understanding
4. Participation provides the students feedback—When Instructors ask questions or
otherwise seek student input over a topic, they are letting students know something about
the importance of certain ideas and information.
5. Participation can be used to promote preparation—if an instructor regularly calls on
students and asks questions about assigned reading or what’s in their notes from the
previous class session, this reinforces students coming to class prepared.
6. Participation can be used to control what’s happening in class—If a student is dozing
off, texting, quietly chatting, or otherwise not attending to what’s happening, that student
can be called to encourage reengagement
7. Participation can be used to balance who’s contributing in class and how much—in
the vast majority of cases, it is the Instructor who selects the participant. If instructors
will wait patiently and not always select the same student, if they look expectantly to
others and confirm verbally and nonverbally the value of hearing from different people,
they can influence who speaks and how much. Participation even helps Instructors
control how much they talk.
8. Participation encourages dialogue among and between students—Students can be
asked to comment on what another student has said. A question can be asked and students
can be invited to discuss possible answers with each other before the public discussion.
9. Participation can be used to develop important speaking skills—in many professional
contexts, people need to be able to speak up in a group. They may need to offer
information, ask questions, or argue for a different solution. People don’t learn to speak
up in a group by reading about how to do it. It’s one of those skills best developed with
practice. And it’s one of those skills that develops better with feedback. If participation is
being used to teach students this public communication skill, they will need feedback.
10. Participation gives students the opportunity to practice using the language of the
discipline—gives students the chance to practice using a different vocabulary.
www.facultyfocus.com (2009) “Uses for Participation.” The Teaching Professor
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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.
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:
Students will be graded on participation in class as well as on-line as specified above. Students
will also be graded on quality of written assignments as described in the criteria for assessing
formal writing assignments
Assignment #1
20 points
Assignment #2
20 points
Assignment #3
20 points
Assignment #4
25 points
Moodle
15 points
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A = 93-100
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
F < 69
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
HandboFok.
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 the Assistant Dean/Campus
Director, Dr. James R. Whitley, (617-242-3361, x.225) campus designee 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 SPCS 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
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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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