HPC 5220 - 101 Counseling Theory and Technique
Appalachian State University
Fall 2012
Tuesdays, 2pm-4:50pm RCOE 239
Instructor:
Jill Van Horne, M.A.Ed, LPC, NCC, NBCT, EAP, RPT
Phone: (609)713-1957
e-mail: jwvanhorne@gmail.com
Office hours: By appointment
Typical Class Structure:
2-3:30
Lecture, video, demonstration
3:30-3:45
Break
3:45-4:20
Role-play students
4:20-4:45
Student demonstration and discussion/audio feedback
Course Description:
The theory component of this course is designed to provide students with an understanding of both established
and emerging theories of counseling with specific attention directed to historical contexts, salient figures, terms,
concepts as well as their respective therapeutic processes and procedures. Each theory is critically examined for
its uniqueness and application into practice via seminar discussions, lecture and use of multimedia video case
examples. Additionally, students will compare and contrast seminal literature with current research for each
theory.
1) The technique component of this course involves a systematic integration of the following
counseling/interpersonal skills including, but not limited to:
Invitational Skills
Eye Contact
Body Position
Vocal Qualities Empathizing
Self-Disclosure
Active Listening
Questions: Open/Closed
Encouragers
Paraphrasing
Summarizing
Reframing
Reflecting Skills
Reflecting Content Reflecting
Feelings Reflecting Meaning
Noting Discrepancies
Use of Silence
2) Discuss counselor characteristics and behaviors that influence the helping process including age, gender,
cultural differences; verbal and nonverbal behaviors; ethical and legal issues; personal characteristics,
orientation and skills.
3) Discuss client characteristics and behaviors that influence helping processes including age, gender, and
cultural differences; verbal and nonverbal behaviors; personal characteristics, traits, capabilities and life
circumstances.
4) Understand, recognize and implement counseling techniques necessary for an effective interview.
5) Identify and apply major techniques to a problem solving process.
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6) Describe the conditions under which particular theoretical models and techniques can be utilized most
effectively.
7) As a counselor, assess personal strengths, areas for potential growth and reactions to theories and develop an
initial personal philosophy of counseling.
Counselor Development:
Becoming a counselor is a developmental process. As such, this course is designed as a didactic and
experiential course intended to provide students with theoretical and practical counseling knowledge, awareness
and skills in the area of client growth, ethical guidelines, research findings and the developmental stages of
counseling dynamics. Also included are discussions on multicultural, legal and ethical implications of
counseling. Students will be encouraged to participate in discussions, role plays and class exercises with
appropriate choice of self-disclosure and respect for self and others.
Course Objectives (incorporating CACREP Standards):
This course is designed to meet the competencies of Council for Accreditation of Counseling and Related
Educational Programs CACREP standard II.G.5 (Helping relationships).
Upon the completion of this course students will be able to:
1. Identify and describe the basic tenets and key concepts of the major counseling theories.
2. Identify key figures associated with theoretical models, including review of selected seminal works from
primary sources for each theoretical model.
3. Articulate the main philosophical differences between selected theoretical approaches.
4. Compare and contrast strengths and limitations of the various models studied.
5. Identify the historical and cultural perspectives of the theories.
6. Recognize the attitudes, values and beliefs which according to the theories facilitate change and growth.
7. Understand and implement counseling techniques necessary for an effective interview.
8. Integrate and apply major techniques and problem solving processes.
9. Describe the conditions under which particular theoretical models and techniques can be utilized most
effectively.
10. Assess personal assets, limitations and reactions to theories as a potential counselor and develop an initial
personal philosophy of counseling.
Additionally, HPC 5220 Counseling Theory and Techniques meets the following CACREP common core/and
CMHC or SC specialty requirements:
Common Core
G.1.a. history and philosophy of the counseling profession
G.5.b. counselor characteristics and behaviors that influence helping processes
G.5.c essential interviewing and counseling skills
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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.
G.5.e a systems perspective that provides an understanding of family and other systems theories and major
models of family and related interventions.
Required Texts:
Corey, G. (2013). Theory and practice of counseling and psychotherapy. NY: Brooks/Cole Cengage Learning.
Young, M.E. (2013). Learning the art of helping (5th ed.). Upper Saddle River, NJ. Pearson.
Course Requirements:
1. Attendance & Participation — Attendance is necessary in order to develop the requisite knowledge and skills
of a professional counselor. The more involved you become the more you will learn. Each of you brings a
wealth of ideas, questions and perspectives based on their life experiences. Thus, participation is valued,
honored as part of the learning process and seen as a reflection of your readiness for a career as a professional
counselor. Students are expected to attend each and every class prepared to contribute to class discussioneveryone’s participation will contribute to everyone’s growth in this class. Your attendance and participation
will be reflected in your overall course grade. More than two absences may result in a failing grade for the
course.
2. Training Lab/Videotapes — Throughout the course you will work in dyads or triads to develop your skills as
a counselor. Each person in the group will identify an area of their life they would like to change, continue, or
improve upon. This will serve as a basis for having a first-hand experience with attempting to engage in selfreflection and change to better understand the process your clients will be entering with you. Please select an
issue you are comfortable talking about and presenting with your classmates and instructor. Any indication that
the assignment was not taken seriously will result in a reduction of points and/or you will be asked to create
another tape.
Dyads/triads will remain constant throughout the term. In these groups, each will assume roles of counselor,
client and observer. Through this assignment you will be afforded opportunities to gain familiarity and comfort
with various theories and techniques we will cover during the course of the semester.
You will need a video-tape or disc to record your work. Video equipment may be checked out through the
RCOE Media Lab (M-TH 8-7 & Fri 8-5, closed Sat & Sun) by presenting your ASU ID if you do not have
access to personal equipment. The Media lab can assist you with copying your videos to a CD.
Each of you will have an opportunity to share a pre-selected segment to highlight an aspect of your counselor
development. Peer feedback will be offered on strengths and areas for further development. Given the nature of
this assignment, the importance of maintaining confidentiality will be stressed.
The video should be 20-30 minutes in length demonstrating basic relationship building skills such as: attending,
listening, responding with empathy as well as skills designated by date in the syllabus. Please transcribe a 10
4
minute segment of your video as outlined in the guideline below. Your video must include 8 exchanges between
counselor/client. *A sample transcript can be provided. See the Rubric for Video and Transcript for details on
how this assignment will be graded.




Each student should also provide a brief 1-2 page written reflection of her/his DVD (what you liked,
what you wish you did differently, etc).
Keep in mind that transcribing is a time intensive activity - leave yourself plenty of time to do this.
Students will receive personal feedback.
Be sure to check that the equipment is recording accordingly.
Please be sure to put your name on the DVD and transcript.
Your counselor
response/
Statement
e.g. ,“Tell me more
about your reasons
for coming in
today”
Skill Demonstrated
Your critique & alternative e.g.
response that could be more helpful
e.g., Opening Skill
e.g., I think this skill was effective & I
also could’ve reflected a feeling instead
like,
“You seem both anxious & relieved
about coming in today”
Confidentiality:
All personal material shared both verbally and in writing will be treated confidentially by all Department of
Counseling faculty and students. Remember these are practice sessions, not full counseling sessions. You will
need to sign the Confidentiality Agreement (see attached).
3. Quizzes - Professional counselor development begins with a thorough knowledge of basic theory. The
quizzes are intended to prepare students for taking and successfully passing the theory and technique
component of the National Counselor Exam (NCE), as well as to assess understanding of the readings.
4. Journal Entries – Throughout the course you will have an opportunity to reflect upon the assigned readings,
class discussions, and other course assignments. Use this assignment to record your reflections and musings of
what your experience is with this course – in terms of both content and process. Upload reflections to
AsULearn. These are to be submitted to ASULearn the Sunday before class. Retain a copy in your
Comprehensive Notebook. Assignments completed in a thoughtful and timely manner will be awarded with 2
points. At no point will your entries be shared with the class though you
5. Comprehensive Notebook - On the final class meeting. students will present a comprehensive and formal
notebook which contains all salient content on counseling theory and techniques gathered throughout the
semester from readings, lectures, and in-class exercises. This notebook should be a well-organized and
sequential manual, including tabs to distinguish each segment of the course. See the Rubric for Comprehensive
Notebook for details on how this assignment will be graded.
6. Group Activity- Each dyad/triad will take a theory and cover the following components: Goals of the theory,
techniques of the theory, client/counselor relationship, contributions and limitations of the theory and
multicultural contributions and limitations of the theory. While including key points of the theory, it should be
no more than 3-4 pages. Examples and diagrams can be included.
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EVALUATION AND GRADING:
Attendance and participation
10 pts
Video Tape and transcription
20 pts.
Reflective Journal Entries
20 pts.
Quizzes
30 pts.
Comprehensive Notebook
10 pts.
Group Activity
10 pts.
Total
100 pts.
Note: Given the nature of this course, grading can be highly "subjective". As such an opportunity will be
extended for self-evaluation — specifically as it pertains to your attendance and participation.
Scale:
A = 90-100
B = 80-89
C= 70-79
F = below 70
Academic Integrity:
The tenants of Appalachian State University's Academic Integrity Code will be enforced throughout this course
including but not limited to assignments and activities (in and outside of class). For more information on the
Academic Integrity Code please refer to: htto://www.academicaffairs.appstate.edu/resources/integrity/code.html
Student Accommodations:
"Appalachian State University is committed to making reasonable accommodations for individuals with
documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section
504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting
disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu
<htto://www.ods.appstate.edu> or 828-262-3056. Once registration is complete, individuals will meet with
ODS staff to discuss eligibility and appropriate accommodations."
Student Religious Observations Policy:
In accordance with Appalachian State University's Religious Observance policy, students are permitted to a
minimum of two (2) excused absences each academic year for religious observance required by the faith of a
student. Written notice must be given to each instructor no later than three weeks after the first class day of the
term.
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Inclement Weather Policy:
In the event of inclement weather, class will be cancelled ONLY if ASU closes. Keep in mind that you are
allowed ONE absence without incurring a reduction in points (however, there will be a point reduction if an
assignment is missed or not turned in on the date missed). Thus, use your own discretion when deciding not to
attend classes throughout the semester when inclement weather is not an issue. Classes cancelled due to ASU
closing for inclement weather will be made up at the end of the semester on designated days as stated in this
syllabus.
Attendance Policy:
In accordance with CACREP and the clinical mental health counseling program at ASU, it is expected that
students attend ALL scheduled class meetings in their entirety prepared to contribute in a constructive manner.
Excessive tardiness and absences are a reflection of one's professional decorum. Furthermore, due to the degree
of importance placed on the CACREP standards and core requirements you can be absent from only one class
without incurring a grade reduction.
Tardiness, early leaves, or "extended breaks" will be noted and accrued toward absences. If you know you will
be absent from class, please inform me personally through a meeting, email, or phone message. Additionally, in
the event that medical reasons, death in a family, or any other unforeseeable circumstance will result in you
missing more than three classes, you will be advised to drop the course and take it at a time more convenient for
you (i.e., there will be no Incompletes given by the instructors, nor make-up assignments for missed classes).
Websites for Professional Counseling Associations:
American Counseling Association (ACA) www.counseling.org
North Carolina Counseling Association (NCCA) www.nccounseling.orq
Tentative Course Schedule
DATE
Class #1
8.21
CLASS TOPIC
Orientation to the course
ASSIGNMENTS DUE
Read the syllabus
Dyad/Triad arrangements-Group/Theory Assignments
Class #2
The Nuts and Bolts
8.28
Overview of Theories
Reading: Corey Chapter 15
Reading: Young chapter 1
Journal Entry #1: Select one of the Journal Starters on pp. 2526 of Young **Be sure to state which Journal Starter you are
using (you can summarize, you don’t need to copy it verbatim
from the book)
Class #3
8.4
Psychodynamic Approaches
#1
Psychoanalytic
Class #4
9.11
Psychodynamic Approaches
#2
Reading Corey Chapter 4
Reading: Young chapter 2
Journal Entry #2: Complete Homework 1: Unrealistic Beliefs
on p. 50 of Young.
Quiz on Young Chapter 1,2
Reading: Corey chapter 5
Reading: Young chapter 3
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Adlerian
The Therapeutic Relationship
Class #5
9.18
Class #6
9.25
Experiential & Relationship
Oriented Therapies #1
Existential Therapy
Invitational Skills
Experiential & Relationship
Oriented Therapies #2
Person Centered
Reflecting Skills#1
Class #7
10.2
Class #8
10.9
Experiential & Relationship
Oriented Therapies #3
Gestalt
Reflecting Skills#2
Theories that emphasize
thoughts and behaviors #1
Behavior Therapy
Reflecting Skills #3
Class #9
10.16
Class #10
10.23
Class #11
10.30
Class #12
11.6
Class #13
11.13
Quiz on Young chapter 3
Journal Entry #3: What elements of psychodynamic
approaches appeal to you and would most likely inform your use
of the theory in practice?
Reading: Corey chapter 6
Reading & Quiz: Young chapter 4
Journal Entry #4: Journal Starter p. 102 of Young
Reading: Corey chapter 7
Reading & Quiz: Young chapter 5
Journal Entry #5: What elements of experiential and
relationship oriented therapies appeal to you and would most
likely inform your use of the theory in practice?
Reading Corey chapter 8
Reading & Quiz:: Young chapter 6
Journal Entry #6: Homework or journal starter on p. 136 of
Young
Reading: Corey chapter 9
Reading& Quiz: Young chapter 7
Journal Entry #7: What elements of behavioral, cognitivebehavioral and reality therapy appeal to you and would most
likely inform your use of the theory in practice?
Theories that emphasize
thoughts and behaviors#2
Cognitive Behavior Therapy
Reading: Corey chapter 10
Theories that emphasize
thoughts and behaviors#3
Reality Therapy
Reading: Corey chapter 11
Reading & Quiz:Young chapter 8
Journal Entry #8: Choose one activity from Homework or
Journal Starter sections on p. 188 of Young
Skills in Challenging
Feminist Theory
Postmodern
Solution-Focused Therapy
Additional approaches:
Play Therapy, Equine
Assisted Therapy, Creative
approaches
Bringing Things to a Close
Video and transcript due
Reading: Corey chapter 12
Journal Entry #9: Share your thoughts about Feminist Theory.
What appeals to you? What does not?
Reading: Corey chapter 13
Journal Entry #10 What elements of narrative therapy appeal to
you and would most likely inform your use of the theory in
practice?
Reading: Corey chapter 16
Comprehensive Notebook due
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The content and dates outlined in this Syllabus are tentative and subject to change — you will be notified of
such changes with advance notice.
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CONFIDENTIALITY AGREEMENT
The Appalachian State University Department of Human Development and Psychological Counseling (the “Department”) is
required to ensure that information disclosed in its Counselor Training Center (the “Center”) is kept confidential.
As a student utilizing the Center, I acknowledge that I may have access to highly sensitive and confidential information or
may be party to conversations during training sessions where such information may be disclosed. In addition, video or
audio recordings of such conversations may be made in the Center. I agree that I will maintain the confidentiality of
information disclosed in the Center. I will use or disclose information of a confidential or personal nature to others only
when it is necessary to fulfill the essential requirements of my training and then only faculty of the Department.
As a condition of my training in the Center, I agree that I will not do any of the following:
 Remove any videos, recordings, records, reports, or copies of documents containing information disclosed in the
Center from their storage location except as needed in connection with my training and then only for transmission
directly to faculty of the Department;
 Release my user identification code(s) or password(s) to anyone, or allow anyone to access or alter information
under my identity;
 Access, use, or disclose information disclosed in the Center for any personal purpose or out of curiosity, or allow
others to do so.
I further agree that I will:
 Only use information disclosed in the Center as needed to perform my training obligations or the tasks to which I
am assigned and will disclose this information only to faculty of the Department;
 Report unauthorized disclosures of information disclosed in the Center;
 Abide by all policies and procedures established to protect the privacy and security of information disclosed in the
Center;
 Maintain the confidentiality of information disclosed in the Center under this agreement after the termination of
my training at the Center.
I have read the above statement and understand it. I understand that divulging information disclosed in the Center to
unauthorized persons may make me subject to suspension from further activities at the Appalachian State University
Counselor Training Center and/or disciplinary action under applicable Appalachian State University policies.
_____________________________________
Print Name
_______________________
Banner ID # (students)
_____________________________________
Signature
_______________________
Date
____________________________
Phone #