818 Theories of Counseling and Psychotherapy Spring 2009
1/15
Introduction; Chapters 1-4 and Readings (A); Introduction, Current Trends and Psychoanalysis
1/22
Library Work (INSTRUCTOR AT ACA COPARC MEETING)
1/29
Chapter 7: Person-Centered Therapy
2/5
Rogers' tape (48"); Finish PCT Instructor Presentation
2/12
Begin Chapter 8 and Readings (A): Gestalt Therapy; PCT REACTION PAPER DUE
2/19
Finish Gestalt and Begin Chapter 10 and Readings (A): REBT Instructor Presentation
2/26
Finish Chapter 10: REBT Instructor Presentation; GESTALT REACTION PAPER DUE
3/5
Perls' Tape (32") and Ellis' Tape (37"); REBT REACTION PAPER DUE
3/12
MIDTERM EXAM
3/19
NO CLASS - SPRING BREAK
3/26
Chapter 10 and Readings (A): Beck's Cognitive Therapy
4/2
Transactional Analysis (Chapter Posted on Angel); Exam Feedback; COGNITIVE THERAPY
REACTION PAPER DUE
4/9
Beck Tape (46"); TA Tape (33")
4/16
Chapter 9: Behavior Therapy and MMT; Lazarus' tape (65"); TA REACTION PAPER DUE
4/23
Prochaska & Norcross” Transtheoretical Model (Lecture Notes only on Angel); Chapter 15 & 16 & One
Other Theory of Your Choice (C); Comprehensive and Integrative Eclectic Models (A); Current Trends in
Theory; Common Factors and Evidence-Based Practice Revisited; Course Evaluation; Substance Abuse &
Addictions Treatment Models;
Motivational Interviewing Tape (@60 minutes)
Personal Theories Paper Due (earlier submission appreciated)
4/30
Library Work
5/7
FINAL EXAM
Note: All Chapters are from the Corey text: (A) stands for readings posted on "Angel," all of which are available at
the Angel site
Department of Psychology and Counseling
School of Education
Pittsburg State University
Spring 2009
Course Number: PSYCH 818
Credit Hours: 3
Instructor: Donald E. Ward, Ph.D.
Office: 207B Whitesitt Hall
Title: Theories of Counseling and Psychotherapy
Time: 4:00-6:30 Th
Office Phone: (620) 235-4530; FAX: (620) 235-4520
Office Hours: Posted by Office; email: dward@pittstate.edu
I. COURSE DESCRIPTION
Theories of Counseling and Psychotherapy is designed to provide an understanding of the principles and
procedures of counseling in schools and agencies.
II. PREREQUISITES
PSYCH 745 Introduction to Counseling and Psychotherapy or PSYCH 685 Psychology of Personality or
permission of instructor.
III. PURPOSE OF THE COURSE
The course is designed to provide a graduate level exposure to prominent theories of counseling and
psychotherapy. It is assumed that professional school counselors, agency counselors, psychologists, and others
offering professional counseling and psychological treatment operate within a personal theoretical frame-ofreference.
IV. COURSE OBJECTIVES
Upon successful completion of the course, students should be able to:
1. Describe important terms, concepts, and strategies representative of selected prominent theories of counseling
and psychotherapy.
2. Describe at an initial professional level major elements of theory construction, analysis, and critique in relation
to well-known theories.
3. Demonstrate critical thinking and professional conceptualization skills by being able to compare and contrast
the applicability and relative effectiveness of various theories to the specific clientele and settings with which they
will work.
4. To describe the philosophical assumptions, explanation of personality development, explanation of
counseling/therapeutic change, and techniques of selected major theories of counseling and psychotherapy and to
be able to describe how these internal levels of a theory interrelate.
5. To describe how the principles of counseling and psychotherapeutic theories can be appropriately and
effectively applied to counseling specific clients in specific settings, both in case conceptualization and in
technique selection and application.
6. To understand the major principles of a number of alternative theoretical frameworks which may be used to
understand the uniqueness of individuals in their unique cultural contexts. This includes an understanding of the
relative strengths and limitations of the theories in regard to their application to both multicultural context and
exceptionality issues.
7. To articulate an initial personal counseling theoretical position.
V. INSTRUCTIONAL RESOURCES
A. Required Text: Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.) Pacific
Grove, CA: Brooks/Cole.
B. Support Materials: Readings and Detailed Lecture Notes (Angel).
C. Original journal articles and books (available through the Axe Library, electronic data bases, and interlibrary
loan).
D. Videotapes of demonstrations of counseling/therapy by major theorists (provided in class only).
VI.
TEACHING STRATEGIES
A. Lectures
B. Discussions with Professor
C. Peer discussions with students with similar career objectives.
D. Brief Reaction Papers and email responses from a student partner with similar career objectives
D. Videotape demonstrations
E. Extensive reading in text and outside original sources
VII. REQUIREMENTS AND EVALUATION
A. Attendance
Attendance and active participation is expected at a graduate-level content class. Should you need to miss,
contact the instructor to obtain handouts you might have missed. All classes are important, and you will miss
something if you miss a class. More than two absences will be considered grounds for potential dismissal from
class. If you must miss a class, please inform the instructor. It is strongly advised that you have someone in class
audiotape the lecture. Although attendance is taken, it does not affect your grade except in those circumstances in
which your earned points are exactly on the borderline between two grade levels or where you have more than two
absences.
B. Activities
The course format will involve weekly lectures and discussions and biweekly playing of videotapes in
which prominent theorists demonstrate counseling from their own theoretical perspective. There will be an inclass midterm and final exam. Brief reaction papers to major theories will also be required with peer comment.
One major paper describing your current personal theoretical position as it applies to your future professional
counseling/therapeutic setting and clientele (including all four of Ward’s Levels of Analysis) is also required. It
should also include a section of critique of the theory’s strengths and limitations, including a summary of empirical
evidence supporting the use of the theory and a discussion of the application of the theory to your prospective
clientele and professional counseling setting. All assigned text and Angel reading should be completed before the
first date on which the assignment appears on the course schedule, and the material should be reread and studied
until it is mastered.
C. EXAMINATIONS
There will be two in-class examinations. You will be provided with one copy of a sample exam early in
the semester. The general format includes a combination of matching, listing, definitions, fill-ins, brief essays to
describe levels of specific theories, and comparison, contrast and critique of various theories. Exams will be
graded and returned the next class period or mailed with feedback from the instructor.
D. GRADING
The instructor will read all exams and papers carefully and written feedback will be provided on each
assignment. All reaction papers must be rated “Satisfactory” in order to receive an “A” grade in the course, no
matter how many point are accrued from the activities listed below. The point distribution and point ranges for
each letter grade level are:
Requirement
Points Possible
Point Range
Letter Grade
Reation Papers
100
450-500
A
Personal Theory Paper
150
400-449
B
Midterm Exam
100
350-399
C
Final Exam
150
300-349
D
Total Semester
500
0-299
F
VIII. COURSE CONTENT
A. Introduction, Nature of Theory, and A Method for Analyzing Theory, Current Trends, Common Factors,
Evidence-Based Practice
B. Freud and Psychoanalysis; The Counselor as a Person and Professional; Ethical Issues; Multicultural
Perspective
C. Rogers and Person-Centered Therapy
D. Perls and Gestalt Therapy
E. Ellis and Rational-Emotive-Behavior Therapy
F. Beck and Cognitive Therapy
G. Berne and Transactional Analysis
H. Lazarus and Mutlimodal Therapy and the Behavioral Therapy Foundation
I. Prochaska and Norcross and The Transtheoretical Model; Comprehensive/Integrative Models; Substance Abuse
Treatment Models; Motivational Interviewing
IX. ADDITIONAL CRITICAL THINKING AND INTERACTIVE COURSE ACTIVITIES
It is obvious that I believe that the knowledge base for theories of counseling and psychotherapy is very
important to prospective counselors and psychologists. I feel a good deal of responsibility to convey and explain
as much as I can of the major concepts of selected major theories in class. I will continue to do my best to do
this. However, I am also very interested in encouraging more opportunities for students to participate actively in
their learning during class sessions. Three additional class activities to enhance your skills and knowledge
include:
1)
During the class discussion time for each assigned theory, the class will divide into small groups for 10
minutes. The task for each group is to propose concepts from the theory under discussion that are most
important in the work of professionals in your potential work area and then to discuss and reach consensus on
the three most important of those concepts. Each group will then be asked to share their three concepts and
justify their consensus choice to the rest of the class in five minutes or less.
The exact make-up of the small groups will vary from semester to semester. I propose two groups, one
consisting of all Community Counseling and Clinical Psychology majors combined and the other consisting of
all School Counseling and School Psychology majors combined. I am hopeful that this activity will help you to
be able to share some of your good ideas and interact with one another to enhance your learning.
2)
Second, each week I would like for approximately one-fourth of the class members to bring one question
related to the class session during which we begin to discuss a new theory for me to answer. I hope that the
question is something that is meaningful to you. I will then present the theory and we will check the questions
together at the end of the presentation to be certain that they have been answered. If not, I will attempt to answer
them, inviting assistance from the class. If you have to miss class when your question is due, simply email it to
me to arrive by 3:30 p.m. the day of class or call me and leave the question on my voicemail or give it to me
directly (dward@pittstate.edu or 620-235-4530).
The people who are assigned to bring questions and the dates are:
Freud
1st Quarter of Class alphabetically
Rogers
2nd Quarter of Class alphabetically
Perls
3rd Quarter of Class alphabetically
Ellis
4th Quarter of Class alphabetically
Beck
1st Quarter of Class alphabetically
TA
2nd Quarter of Class alphabetically
MMT
3rd Quarter of Class alphabetically
Eclectic
4th Quarter of Class alphabetically
Please remind me during the first class session to identify the quartile to which each student belongs so
that you know to which two class sessions you should bring questions.
3) Brief reaction papers to the theories with email responses from a class partner will be required to enhance your
conceptualization and analysis skills. Scenarios for each theory are posted under Lessons in the Case Scenarios
folder on Angel and the dates on which each reaction paper is due is listed on the attached course schedule. For
each reaction paper, please complete the following steps:
a. Please prepare your reaction papers in PC-compatible, Times New Roman 12-point type with 1” margins all
around as a word document. Put the name of the theory, your major, your name, your partner’s name, and the due
date at the beginning of the paper.
b. Copy the appropriate scenario for your major and the specific theory at the beginning of your paper.
c. Type your ideas in regard to:
i) how might the client’s situation be understood from the perspective of the specific theory (use the language of
the theory, where relevant)? and
ii) what kinds of things might you do as the counselor if you were to work with this client from this theoretical
perspective?
d. Email your paper to a partner we will assign in class for their written reaction no later than 5 days before it is
due.
e. Partners should type a section entitled “Partner Response” of no more than 250 words identifying points you
believe are satisfactory and points that appear to need to be addressed. Then mail the paper with your response
back to the original reactor at least 2 days before it is due.
f. The original reactor should then add no more than 250 additional words titled, “Response to Partner Response,”
in which you briefly add comments or describe why you think changes or additions are unnecessary.
g. Print out the paper and turn the hard copy in at the beginning of the class at which it is due or earlier in Don
Ward’s mailbox.
h. The papers are worth 20 points each and will be graded by the instructor. All reaction papers should be turned in
on or before the date assigned. Later papers will be accepted up to one week after the due date. Late papers will
result in an automatic deduction of 5 semester points each.
9/28/08
wordsyllabi\818schedsp09