University of Arkansas
College of Education and Health Profession
Department of Educational Leadership, Counseling and Foundations
I.
Program Affiliation: Counselor Education
Title of Course: CNED 5323, Counseling Theories
Course Description: Introductory survey and critical analysis of major
theoretical perspectives in counseling.
Prerequisites:
Professor:
Graduate student
Roy C. Farley, Ed. D., LPC
Email: rfarley@uark.edu
GRAD 233 575-7725 (Office)
GRAD 234 575-3509 (Secretary)
II.
Relationship to Knowledge Base: Advanced level graduate work. This course
introduces community, school, and college counselor trainees to various theoretical
approaches to counseling and helping. This course also introduces personality theories as
they relate to various counseling theories.
III.
Goals
 To introduce personality theory as it relates to theoretical approaches to
counseling
 To examine the relationship between the counseling process and counseling
theory
 To introduce major theoretical approaches to counseling and therapy that
practitioners can implement
 To practice incorporating a counseling approach into practice
 To review the role of the counselor and ethical guidelines related to theory
 To explore how diversity issues impact implementation of various theoretical
approaches
Purpose: This course provides school, community, college, and other helping
professionals with a theoretical perspective to the counseling process. Students engage in
the study of theory as it relates to the change process in counseling and how theoretical
approach(s) might influence that change. Students examine how a theoretical approach
to counseling is implemented in the counseling process and how these approaches might
influence the change process, particularly related to diverse populations.
1 CNED 5323 – Fall 2004
IV.
Competencies
By the end of this course students will be able to:
 Demonstrate a working knowledge of major theoretical approaches to
counseling and therapy (SP 1,6)
 Describe the therapeutic process (SP 6,7)
 Describe the counselor’s and the client’s role in the therapeutic process. (SP
2,5,)
 Explain ethical considerations related to theory in the counseling process (SP
6)
 Defend at least one (1) personality theory in explaining both normal and
abnormal personality development (SP 1,3,6)
 Assess the effectiveness of approaches to counseling and therapy based on
current research (SP 1, 2,7)
 Discuss how diverse cultures are impacted by counseling theories that were
developed on white, middle class assumptions (SP 3,)
 Demonstrate an understanding of how major theoretical approaches to
counseling are applied in the counseling setting (SP 1, 2,7)
 Demonstrate an ability to implement techniques related to major theoretical
approaches to counseling (SP 1,2,7)
 Begin the process of developing a theoretical approach to counseling to use in
Practicum, Internship, and their career setting. (SP 4)
V.
Content (See Attachment 1)
This course is designed to introduce counseling students to theoretical approaches
to counseling and therapy. The following content is included and is provided
utilizing an integrated didactic-experiential approach focusing on lectures,
demonstrations, discussions (dyads, triads, small and large group) and individual
projects.





The counseling process
Theoretical approaches to counseling and therapy (See attachment 2)
Diversity issues related to theoretical approaches
Implementation, continued development, generalization, and maintenance
issues
Other personal and professional issues related to counseling theory
VI.
Evaluation: Grades will be based on the following:
 Examinations: Three tests based on text, class lectures, and discussions. (100
points each)
 Individual Project – See Attachment 3 (100 points)
VII.
Grading Scale:
360 – 400 = A
320 – 359 = B
280– 319 = C
Below 280 = D or F
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VIII.
Academic Honesty Policy:
Academic Honesty: The application of the University of Arkansas Academic
Honesty Policy, as states in the Student Handbook, will be fully adhered to in this
course. Grades and degrees earned by dishonest means devalue those earned by
all students. Academic dishonesty involves acts that may subvert or compromise
the integrity of the educational process.
Inclement Weather Policy: In the event of inclement weather (snow and/or ice),
and the Fayetteville Public Schools are closed, you may assume class will be
canceled. However, call the office and check your email for confirmation. Class is
automatically canceled when UA is closed. Please use common sense and good
judgment all other times.
IX.
Course Resources:
X.
Research Base:
Mullins Library, Text, Journals, Professor’s library etc.
Required Text
Cory, Gerald (2005) Theory and Practice of Counseling and Psychotherapy –
Seventh Edition, Thomson – Brooks/Cole, United States.
References
American Counseling Association (1995, June). American Counseling
Association code of ethics and standards of practice. Counseling Today, pp. 3340.
Assagioli, R. (1977) Psychosynthesis: A collection of basic writings. New
York: Penguin Books.
Blocher, D. H. (1987). The professional counselor. New York: Macmillan
Publishing Company.
Burger, J. M. (1997). Fifty years of client-centered therapy and the personcentered approach. Person Centered Review, 5U (1), 3-7.
Cain, D. J. (1990). Fifty years of client-centered therapy and the personcentered approach. Person-Centered Review, 5(1), 3-7.
3 CNED 5323 – Fall 2004
Cain, D. J. (1993). The uncertain future of client-centered counseling. Journal
of Humanistic Education and Development, 31, 133-138.
Capuzzi, D. and Gross, D. (2004). Counseling and Psychotherapy: Theories and
Interventions. Englewood Cliffs, NJ: Merill.
Chauvin, J. C., and Remley, T.P. (1996). Responding to allegations of unethical
conduct. Journal of Counseling and Development, 74, 563-568.
Corey, G., Corey, M., and Callanan, P. (1993). Issues and ethics in the helping
professions (4th ed.) Pacific Grove, CA: Brooks/Cole.
Cormier, W. H., and Cormier, L. S. (1985). Interviewing strategies for helpers
(2nd Ed.). Monterey, CA: Brooks/Cole Publishing Company.
Corsini, R. and Wedding D. (1995) Current Psychotherapies (5th Ed.). Itasca,
IL: F.E. Peacock
Enns, C. Z. (1993). Twenty years of feminist counseling and therapy: From
naming biases to implementing multifaceted practice. The Counseling
Psychologist, 21, 3-87.
Freeman, A., and Dattilio, F. M. (1994). Cognitive therapy: An overview of
theory and techniques for practitioners. In J. Ronch, W. Van Ornum, and N.
Stilwell, (Eds.), The counseling source book (pp. 61-71). New York:
Continuum Press.
Glaser, W. (1965) Reality therapy: A new approach to psychiatry. New York:
Harper & Row, Publishers.
Glasser, W. (1984). Control theory: A new explanation of how we control our
lives. New York: Harper & Row, Publishers.
Goldbrunner, J. (1964). Individuation: A study of the depth psychology of Carl
Gustav Jung. Notre Dame, IN: University of Notre Dame Press.
Hansen, J. C., Stevic, R. R., and Warner, R. W. (1986). Counseling: Theory
and process (4th ed.). Boston, MA: Allyn and Bacon, Inc.
Karayanni, M. (1996). The emergence of school counseling and guidance in
Israel. Journal of Counseling and Development, 74, 582-587.
Kitchener, K. S. (1988). Dual role relationships: What makes them so
problematic? Journal of Counseling and Development, 67, 217-221.
4 CNED 5323 – Fall 2004
Krug, S. E. (1991). The adult personality inventory. Journal of Counseling and
Development, 69, 266-271.
Lee, C. (1991). Empowerment in counseling: A multicultural perspective.
Journal Of Counseling And Development, 69, 229-230.
Maslow, A. H. (1962). Toward a psychology of being. New York: D. Van
Nostrand Company, Inc.
Masterson, J. F. (1983). Countertransference and psychotherapy (4th ed.). New
York: Harper & Row.
Rogers, C. R. and Stevens, B. (1971). Person to person: The problem of being
human. New York: Simon and Schuster, Inc.
St. Claire, M. (1996). Object relations and self psychology: An introduction.
Pacific Grove: Brooks/Cole Publishing Company.
Sartre, J-P. (1957). Existentialism and human emotions. New York: The
Wisdom Library.
Sweeney, T. J. (1989). Adlerian counseling: A practical approach for a new
decade (3rd. ed.) Muncie, IN: Accelerated Development.
Vondracek, F. W., and Corneal, S. (1995). Strategies for resolving individual
and family problems. Boston: Brooks/Cole Publishing Company.
Wastell, C. A. (1996). Feminist developmental theory: Implications for
counseling. Journal of Counseling and Development, 74, 575-581.
Ziner, J. (1994. In search of good form: Gestalt therapy with couples and
families. San Francisco: Jossey-Bass.
5 CNED 5323 – Fall 2004
Attachment 1
CNED 5323: Counseling Theory
Course Outline
I.
An Overview of the Helping and Counseling Process
II.
Psychoanalytic Therapy, Chapter 4
III.
Adlerian Therapy, Chapter 5
IV.
Existential Therapy, Chapter 6
V.
Person-Centered Therapy, Chapter 7
VII.
Gestalt Therapy, Chapter 8
VIII.
Behavior Therapy, Chapter 9
IX.
Cognitive Behavior Therapy, Chapter 10
X.
Rational Emotive Behavior Therapy, Chapter 10
XI.
Reality Therapy, Chapter 11
XII.
Brief Therapy – Solution-Focused Brief Therapy, Chapter 13
XIII.
Feminist Therapy, Chapter 12
XIV.
Family Systems Therapy, Chapter 14
XV.
Discussion of Personal Theoretical Approaches
XVI.
Theory Implementation
XVII.
Generalization and Maintenance of Learning
XVIII.
Personal and Professional Issues, Chapters 2 & 3
6 CNED 5323 – Fall 2004
Attachment 2
Outline of Theory Presentation
I. Historical Development and Key People
II. Key Concepts, Constructs, and Assumptions
III. The Therapeutic Process
 Therapeutic Goals
 The Relationship
 The Change Process
 Role and Function of the Counselor and Client
IV. Application – Techniques, Strategies, and Interventions
V. Evaluation – Strengths and Limitations, Use With Diverse Populations, and
Potential Contribution to One’s Own Counseling Approach
VI. Resources For Additional Information
VII. Review
7 CNED 5323 – Fall 2004
Attachment 3
CNED 5323: Counseling Theory
Guidelines for Individual Project
This individual project is not a semester project. It is a project that begins
with a paper developed for this class and continues throughout your program
and your career as a counselor. Your project is to adopt or develop your own
counseling theory/approach. The paper required in this class is the beginning
of a journey to own a theoretical approach that will guide your counseling
activities during practicum, internship, and your career.
Paper Development
 Paper should be approximately 10 pages, typewritten double-spaced,
on regular 8 ½” x 11” white bond, with a 1” margin all around.
 Style should be consistent with the latest edition of the Publication
Manual of the American Psychological Association.
 Utilize references to identify the theory or theories that influence your
ideas.
 Use headings consistent with the topical outline on the next page.
8 CNED 5323 – Fall 2004
Topical Outline for Paper
Initial Steps Toward Developing a Counseling Approach
Part One – Becoming a Counselor
I. Characteristics of an effective counselor
II. Why I want to be a counselor
 Motivating factors
 Personal characteristics and assets that will contribute to me becoming an
effective counselor
 Actual or potential obstacles that might interfere and how I plan to
overcome those obstacles
 Other factors
III. The setting where I would like to provide counseling and/or the population with
which I would like to work.
Part Two – Developing a Theoretical Approach
I. View of human nature/personality
II. Source of emotional disturbance or dysfunctional living
III. Goals of counseling
IV. Stages of the counseling process
V. The counselor/client relationship
VI. Counselor and client role and function during the counseling process
VII. Techniques and interventions
VIII. Other major assumptions, constructs and concepts important to my counseling
approach
Part Three - Plans for Continuing to Develop my Counseling Approach and Skills
9 CNED 5323 – Fall 2004
10 CNED 5323 – Fall 2004