COUN 660
Advanced Theory and Practice of Counseling
Spring 2010 8:15—10:45
Claxton 209
Instructor: Dr. Tricia McClam
Office: 448 Claxton Complex
Office Phone: 974-3845
Email: mcclam@utk.edu
Office Hours: Tuesday 1:00—2:30 and by
appointment
Emergency Contact: Amanda Rieger
arieger@utk.edu or 974-8864
Required Text
Selected readings may be found on Blackboard.
Bankart, C. Peter. 1997). Talking cures: A history of western and eastern
psychotherapies. Pacific Grove, CA: Brooks/Cole. (Selected chapters).
Conte, C. (2009). Introduction: Techniques of Counseling and Psychotherapy. In
Advanced Techniques for Counseling and Psychotherapy. NY: Springer Publishing.
Nash, M. (2001, July). The truth and the hype of hypnosis. Scientific American. 47-55.
Patterson, C. H. ( 1966). Theories of counseling and psychotherapy. NY: Harper & Row.
(Selected chapters).
Course Description
An in-depth exploration of theories of human nature and the practice of counseling (3
credit hours)
Methods of Instruction
Lecture, discussion, case studies, presentations by invited experts and class members
Course Objectives
Objectives for this course match the requirements for CACREP Standards (2009). They
include:
INPUT STANDARDS (COVER THESE IN ASSIGNMENTS, READINGS, TASKS,
ACTIVITIES, ETC.)
KNOWLEDGE
C. Learning experiences beyond the entry level are required in all of the following
content areas:
1. Theories pertaining to the principles and practice of counseling and crises, disasters,
and other trauma causing events
OUTPUT STANDARDS (EVALUATIVE RUBRICS FOR EACH ASSIGNMENT)
TEACHING
D. Skill and Practices
2. Demonstrates course design, delivery, and evaluation methods appropriate to
course objectives.
G. Knowledge
1. Knows the major counseling theories, including their strengths and weaknesses,
theoretical bases for efficacy, applicability to multicultural populations, and
ethical/legal considerations.
2. Understands various methods for evaluating counseling effectiveness.
3. Understands the research base for existing counseling theories.
4. Understands the effectiveness of models and treatment strategies of crises,
disasters, and other trauma-causing events.
Personal Dispositions
As of fall, 2008, the Counseling Program has adopted a set of personal dispositions to be
demonstrated by all students. You can use the acronym CORIS (pronounced ‘chorus’) to
help you remember them. The dispositions include:
 Commitment, including counseling identity, investment, advocacy, collaboration,
and interpersonal competence
 Openness to idea, learning, change, giving and receiving feedback, others, and
self-development
 Respect to self and others, including honoring diversity, self-care, and wellness
 Integrity, including personal responsibility, maturity, honesty, courage, and
congruence
 Self-awareness, including humility, self-reflection, and understanding of place in
history
All students will be expected to model these dispositions during class meetings.
Writing Quality
All written work is expected to be mechanically and grammatically correct (i.e., APA
style, well-organized, correct spelling, noun-verb agreement, proof-read, edited, etc.).
Evaluation of all written work will reflect the quality of the writing as well as the content.
All work should be typewritten, in 12-point font (preferably Times New Roman), doublespaced, with one-inch margins, and stapled. Additionally, if you choose to use any
materials or ideas borrowed from other sources other than your own creative head, you
must attach a full reference list of these sources using APA style and cite these ideas in
the body of the paper using APA style.
UTK Honor Statement and Pledge
An essential feature of The University of Tennessee, Knoxville is a commitment to
maintaining an atmosphere of intellectual integrity and academic honesty. As a student
of the University, you pledge that you will neither knowingly give nor receive any
inappropriate assistance in academic work, thus affirming your own personal
commitment to honor and integrity.
Students with Disabilities Statement
Any student who feels s/he may need an accommodation based on the impact of a
disability should contact me privately to discuss your specific needs. Please contact the
Office of Disability Services at 865-974-6087 if you have specific questions about
disability services.
Attendance
You are expected to attend all class meetings.
Late Work
Assignments are due when noted in the tentative schedule.
Class Participation
You are expected to be present, prepared, and participating.
Class Assignments
Assignment 1: Paper
In a coherent, cohesive paper, please respond to the following questions (by question). A
minimum of one typed (Times New Roman, 12) double spaced page/question is required.
#1
#2
your
#3
#4
#5
#6.
What do you believe about human nature?
Why do you believe what you wrote about in #1? What factors have influenced
beliefs?
How do these beliefs inform or influence your counseling behavior?
What is the nature of emotional disturbance?
Describe the role of environment in your belief system.
How does your belief system address the multicultural dimension?
Due February 9
Assignment 2: Reactions
We will have a number of experts talk with us about advanced counseling
theories/strategies and we will have one field trip. For 5 of these, you will submit a typed
response to the following question:
How does what I learned today “fit’ (or not fit as the case may be) with my belief
system?
Due the next class meeting
Assignment 3: Major Project
Your major 660 project represents the intersection of teaching and research. You will be
randomly assigned a counseling theory or strategy that you will teach your classmates.
Specifically, you will design, write, and deliver a 1 ½ hour instructional unit to your
classmates.
Part I : Written (50% of project grade)




Write unit goals and objectives
Prepare in written format the content of unit
Describe teaching strategies
Integrate research on the effectiveness (or ineffectiveness) of your theory or
strategy
 Devise an evaluation plan that is linked to your goals and objectives
 References
Part II: Presentation (50% of project grade)
 Introduce unit
 Engage students
 Present content
 Demonstrate applicability of theory or strategy
 Evaluate learning
Assignment 4: Reflection
Evaluation
Assignment
Paper
Reactions
speakers
Project
Final integrative Paper
Grading
90– 100
88 – 90
80 – 87
Possible Points
15
20
Due Date
February 9
Class meetings following
50
15
Assigned class meetings
April 27
78 – 79
70-77
Below 70
A
B+
B
C+
C
F
Tentative Class Schedule
January 19
Introduction to 660
Theoretical approaches to a problem
January 26
Presentations
February 2
A Review of Theories
Art Therapy
Case study
Dr. Stephanie Cramer
Meet in BEC 119
February 9
Human Nature, Helping, and You
Bankart: History
Conte, Ch 1
Patterson,
Introduction, Ch 21
February 16
Behaviorism
Dr Joel Diambra
February 17
Oedipus the King
Carousel Theatre
February 23
Narrative Therapy
Dr. Jeannine Studer
March 2
(information)
Equine Assisted Psychotherapy
www.eagala.org
Kim Henry, Mane Support 8:30—10:30
Thesis
How
Equine Assisted
Psychotherapy Works
March 9
Spring Break
March 16
Jungian Analysis
Dr. Doug Tyler
Bankart, Ch 9
March 23
Hypnosis
Dr. Michael Nash
Nash article
March 30
April 6
April 13
April 20
Somatic Experiencing: Trauma, Healing,
Recovery
Dr. Damaris Olsen
April 27
Reflection due