UNIVERSITY OF MARY HARDIN-BAYLOR
GRADUATE COURSE SYLLABUS
PSCO/MFCC 6320 THEORIES OF COUNSELING
COURSE DESCRIPTION
6320. Theories of Counseling and Psychotherapy. Three (3) semester hours. This course
introduces students to the counseling profession and to the modern and historical viewpoints of
counseling theory. Systems Theory will be covered in depth. The counselor, as a person and
professional, professional associations, and credentialing are explored, as well as the
philosophical and theoretical bases of the helping process.
GENERAL COURSE INFORMATION
This course, along with PSCO 6308, Problems and Issues, serves as one of the course
requirements in the Clinical Mental Health Counseling Program (formerly the Community
Counseling Program). This course, along with MFCC 6318, Marriage and Family Therapy,
serves as one of the course requirements in the Marriage and Family Christian Counseling
Program, the Professional Counselor Certification for Public School Counseling Program, and
the Academic Specialization in Psychology Program. Students must pass this course with a
grade of “B” or higher before they can be admitted to candidacy. This course may be retaken
only once.
COURSE OBJECTIVES include, but are not limited to, the following
1.
2.
3.
4.
5.
6.
7.
Students will show an understanding of the history of the counseling profession and be able
to explain the differences between counseling, guidance, psychotherapy, and consultation.
(CACREP CMHC A.1.; CACREP PI G.1.a.,b.)
Students will identify and describe professionally accepted characteristics of effective
helpers and the behaviors that influence the helping process and enable counselors to
advocate for the profession and the clients served. (CACREP PI G.5.b.)
Students will demonstrate knowledge of professional organizations and credentialing.
(CACREP CMHC A.4; CACREP PI G.1.f.)
Students will demonstrate an understanding of the ethical and legal issues related to
counseling. (CACREP PI G.1.j.)
Students will demonstrate an understanding of the theoretical tenets of psychodynamic,
cognitive-behavioral, behavioral, and affective theories, including but not limited to
Psychoanalytic, Adlerian, Person-Centered, Gestalt, Behavioral, Cognitive-Behavioral,
Reality, Family Systems, Solution-Focused, Feminist, and Integrative Theory. (CACREP
CMHC A.5; CACREP PI G.5.d., e.)
Students will identity and demonstrate, through the use of case studies, appropriate
counseling skills to clients who are different from the counselor in race, cultural
background, gender, age, physical abilities, lifestyle, religious orientation, and other
characteristics. (CACREP CMHC D.2)
Students will demonstrate, through the use of case studies, knowledge of human behavior,
both normal and abnormal, and apply counseling skills to clients experiencing
developmental crises, disability, as well as those who may be resistant, reluctant, or suicidal.
(CACREP CMHC E.3)
8. Students will demonstrate an understanding of the impact of family systems, social systems,
and community systems in the counseling process. (CACREP CMHC C.8)
9. Students will demonstrate knowledge of and evaluate current professional research as it
applies to counseling theories and counseling practice. (CACREP CMHC I.1; CACREP PI
G.8.e)
10. The student will demonstrate written proficiency in APA style papers.
TOPICAL OUTLINE OF COURSE CONTENT includes, but is not limited to, the following
I.
Introduction to Counseling
A. Historical Background
B. Effective Helper Characteristics
C. Definitions: counseling, guidance, psychotherapy, consultation
D. Counseling Goals
E. Social and Family Systems in the Community
II. Legal and Ethical Issues
A. Counseling Relationship
B. Professional Organizations
C. Credentialing and Licensing
III. Working with Special Populations
A. Diversity Issues
B. Reluctant and/or Resistant Clients
C. Homicidal or Suicidal Clients
IV. Counseling Theories
A. Psychoanalytic
B. Adlerian
C. Existential and Person-Centered
D. Gestalt
E. Reality Theory
F. Behavioral
G. Cognitive-Behavioral
H. Family Systems and Solution Focused
I. Feminist Theory
J. Theory Integration
METHODS OF INSTRUCTION
This course is both a theoretical and application course. Instructional methods will include, but
are not necessarily limited to lecture, case analysis, group projects, and role-play.
COURSE REQUIREMENTS AND PEFORMANCE EVALUATION
Two major exams, objective in nature, will account for 80% of the final grade. The balance of
the grade, 20%, will come from Assignment One and Assignment Two. The material covered in
the exams will come from both class lectures and textbook readings (Measures Objectives 1
through 9).
As part of the student’s introduction to the experiential part of the course, three counseling
sessions are required (read Corey, 2009, p. 19-22). After session’s one and two, type a two-tothree page reflection paper discussing your reaction to the experience. After the third session,
type a two-to-three page reflection paper that summarizes how your brief experience as a
counselee might assist you in your professional career. Please submit your three reflection
papers the week after your final appointment. All papers are due the week before finals.
Assignment #1:
Five Case Studies will account for 10% of the grade. The case conceptualization must be theory
based and include the following components: basic theoretical philosophy, key concepts,
therapeutic relationship, goals of therapy, techniques of therapy, and multicultural factors and
diversity issues. Dates for the Case Studies are noted on the class calendar. Late Case Studies
are not accepted. All Case Studies are to be typed and range in length between two-to-four
pages. Case Studies will be graded with the Case Study Rubric.
Assignment #2:
Five journal article reviews will account for 10% of the grade. The articles chosen by the student
should pertain to a contemporary issue related to the theoretical perspective being discussed in
class. It is expected that the journal reviews will expand the theoretical approaches covered in
the required textbook. Dates for the in-class presentations are noted on the class calendar. The
APA style written reviews are due on the night of presentation at the start of class, to include a
cover sheet, abstract, two page review, and reference sheet. In this assignment personalized
papers will be lowered one grade. Late papers are not accepted. Please attach a Xerox copy of
the journal article to the review. The journal articles should be current, 2000-2011. Journal
presentations will be graded by peer evaluation using the Oral presentation rubric (50%) and the
journal articles reviews will be graded with the APA Writing rubric (50%).
Please read about Student Conduct on page 30 of the UMHB Graduate Catalog, 2009-2010,
with respect to plagiarism, paraphrasing, and quotes in course assignments.
With respect to plagiarism: first offense, the student will earn the letter grade of "F" for the
course assignment, and second offense, the student will earn the letter grade of "F" for the
course, and further appropriate action involves referral of the matter (with documentation) to the
appropriate university officials within the administration. If the student is unclear about what
constitutes plagiarism, please review the Publication Manual of the APA.
Evidence-Based Learner Outcome:
Student learning of knowledge is reflected in Objectives 1 to 9 is evidenced by a student grade of
75 or better on the two major exams.
Student learning of knowledge reflected in Objectives 5, 6, and 7 is evidenced by their ability to
analyze and apply theory to practice using Case Studies. The Case Study Rubric will be
reviewed in class and can also be found on the LMS (Assignment #1).
Student learning of knowledge reflected in Objectives 5, 9 and 10 is evidenced by their ability to
write APA journal article reviews and give an in-class presentation of the application of theory to
practice. The journal article reviews will be graded with the APA Writing rubric and class
presentations graded with the Oral Presentation rubrics reviewed in class. Both rubrics are
located on the LMS (Assignment #2).
ATTENDANCE
Mandatory. “Students are expected to attend all classes regularly and are held responsible for all
course work and assignments” (UMHB Graduate Catalog, 2009-2010, p. 30). A second absence
will result in the student’s course grade being lowered one grade (e.g., A to B, B to C, etc.).
All students are responsible for adhering to the professional performance
standards as stated in the Graduate Counseling & Psychology Student
Handbook through the Graduate Counseling and Psychology website at
http://www.umhb.edu/files/graduate/psychology/ppe. Failure to meet the
standards supersedes the student’s academic grade performance and will result
in a grade of F for the course.
See UMHB Graduate Catalog for students with special needs and expectations
and ethics.
TEXT(S)
Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.).
Belmont, CA: Brooks/Cole.
Corey, G. (2009). Student manual: Theory and practice of counseling and
psychotherapy (8th ed). Belmont, CA: Brooks/Cole.
American Psychological Association (2009). Publication manual of the American
Psychological Association (6th ed). Washington, DC: Author.
RECOMMENDED READINGS
American Psychological Association (2006). Evidence-Based Practice in Psychology.
American Psychologist, 61(4), 271-285.
Bangert, A.W.,& Baumberger, J.P. (2005). Research and statistical techniques used in the
Journal of Counseling & Development. Journal of Counseling & Development, 83(4),
480.
Garzon, F. (2005). Interventions that apply scripture in psychotherapy. Journal of Psychology
and Theology, 33(2), 113-121.
Clark, A.J. (2004). Empathy: Implications of three ways of knowing in counseling. Journal of
Humanistic Counseling, Education and Development, 43(2), 141.
Evans, K.M., Kincade, E.A., Marbley, A.F., & Seem, S.R. (2005). Feminism and feminist
therapy; Lessons from the past and hopes for the future. Journal of Counseling &
Development, 83(3), 269.
Freeman, M.S., Hayes, B.G., Kuch, T.H., & Taub, G. (2007). Personality: A predictor of
theoretical orientation of students enrolled in a counseling theories course. Counselor
Education and Supervision, 46(4), 254-265.
Hansen, J.T. (2008). Copying and coping conceptualizations of language: Counseling and the
ethic of appreciation for human differences. International Journal for the Advancement of
Counselling, 30(4), 249-261).
Harris, A.H.S., Thoresen, C.E., & Lopez, S.J. (2007). Integrating positive psychology into
counseling: Why and (when appropriate). Journal of Counseling & Development, 85(1),
3-13.
Kramer, U., de Roten, Y., Beretta, V., Michel, L., & Despland, J. (2008). Patient’s and
therapist’s views of early alliance building in dynamic psychotherapy: Patterns and
relation to outcome. Journal of Counseling Psychology, 55(1), 89-95.
Holden, J.M. (2004). Integral psychology: My spirituality based guiding metatheory of
counseling. Counseling and Values, 48(3), 204.
Jakobsons, L.J., Brown, J.S., Gordon, K.H., & Joiner, T.E. (2007). When are clients ready to
terminate? Cognitive and Behavioral Practice, 14(2), 218-230.
Laux, J.M. (2002). A primer on suicidology: Implications for counselors. Journal of Counseling
& Development, 80(3), 380-383.
Levitt, H., Butler, M., & Hill, T. (2006). What clients find helpful in psychotherapy: Developing
principles for facilitating moment-to-moment change. Journal of Counseling Psychology,
53(3), 314-324.
Myers, J.E., & Sweeney, T.J. (2008). Wellness counseling: The evidence base for practice.
Journal of Counseling & Development, 86(4), 482-493.
Ottens, A.J., & Klein, J.F. (2005). Common factors: Where the soul of counseling and
psychotherapy resides. Journal of Humanistic Counseling Education and Development,
44(1), 32.
Ponterotto, J.G., & Park-Taylor, J. (2007). Racial and ethnic identity theory, measurement, and
research in counseling psychology: Present status and future directions. Journal of
Counseling Psychology, 54(4), 282-294.
Romano. V., Fitzpatrick, M., & Janzen, J. (2008). The secure-base hypothesis: Global
attachment, attachment to counselor, and session exploration in psychotherapy. Journal
of Counseling Psychology, 55(4), 495-504.
Tursi. M.M., & Cochran, J.L. (2006). Cognitive-behavioral tasks accomplished in a personcentered relational framework. Journal of Counseling & Development, 84(4), 387-396.
Wagner, K. (2006). Inside out: focusing as a therapeutic modality. Journal of Humanistic
Counseling, Education, and Development, 45(1), 45.
Wampold, B.E. (2007). Psychotherapy: The humanistic (and effective) treatment. American
Psychologist, 62(8), 857-873.
RECOMMENDED BOOKS
1. Alcoholics Anonymous World Service, Inc. Alcoholics anonymous. (1976). New York:
Author.
2. Bowen, M. (1978). Family therapy in clinical practice. New York: J. Aronson.
3. Buber, M. (1970). I and thou. New York: Scribners.
4. Conroy, P. (1986). The prince of tides. Boston: Houghton Mifflin.
5. Covey, S.R. (1989). The 7 habits of highly effective people. New York: Simon &
Schuster.
6. Frankl, V.E. (1963). Man’s search for meaning. New York: Beacon Press.
7. James, W. (1958). The varieties of religious experience. New York: McMillan.
8. Kopp, S. (1972). If you meet Buddha on the road, kill him! New York: Bantam Books.
9. Maslow, A.H. (1970). Toward a psychology of being. New York: Harper & Row.
10. May, R. (1969). Love and will. New York: Norton.
11. Miller, J.B., & Stiver, I.P. (1997). The healing connection: How women form
relationships in therapy and in life. Boston: Beacon Press.
12. Morrison, J. (1995). The first interview. New York, Guildford Press.
13. Peck, M.S. (1978). The road less traveled. New York: Simon & Schuster.
14. Perls, F.S. (1969). Gestalt therapy verbatim. Lafayette, CA: Real People Press.
15. Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.
16. Satir, V. (1966). Conjoint family therapy. Palo Alto, CA: Science & Behavior Books.
17. Skinner, B.F. (1971). Beyond freedom & dignity. New York: Knopf.
18. Yalom, I.D. (1989). Love’s executioner. New York: HarperCollins.
19. Yalom, I.D. (2002). The gift of therapy. New York: HarperCollins.
SELECTED WEBSITES
American Association of Christian Counselors (AACC): www.aacc.net
American Association of Marriage & Family Therapists (AAMFT): www.aamft.org
American Counseling Association (ACA): www.counseling.org
Christian Counselors of Texas (CCT): www.cctx.org
National Board for Certified Counselors: www.nbcc.org
Texas Counseling Association (TCA): www.txca.org/tca
At the end of each chapter, Corey lists Websites appropriate to the theory discussed.
PROFESSOR AND OFFICE HOURS
Chris Ballard, Ph.D., LPC-S, NCC, RN
Associate Professor Psychology and Counseling
Program Coordinator, Clinical Mental Health Counseling Program
Office and Office Hours: Frazier #104; Tele: 254.295.5015
Graduate hours posted and by appointment
Email: cballard@umhb.edu (only emails with a course identifier will be opened)