Counseling 505
THEORIES OF COUNSELING AND PSYCHOTHERAPY
Fall 2011
Instructor:
Office:
Phone:
FAX:
Email:
Office Hours:
Don Fleming, Ph.D.
234 Hull Building
434-395-2258
434-395-2148
flemingdc@longwood.edu
M/W – 4:30 p.m. to 5:30 p.m.
Th –
2 p.m. to 3:00 p.m.
or by appointment
Introduction and Rationale: Welcome to Education 505 – Theories of Counseling and
Psychotherapy. The purpose of this course is to expose you to a variety of contrasting theoretical
models underlying both individual and group practice in counseling.
Course description: An introduction and orientation to the philosophical and theoretical
frameworks of selected counseling approaches. The relationship between theoretical constructs
and practical application will be examined and critically analyzed.
Texts: Corey, G. (2008). Theory and Practice of Counseling and Psychotherapy. Pacific
Grove, CA: Brooks/Cole.
Corey, G. (2008). Theory and Practice of Counseling and Psychotherapy Manual.
Pacific Grove, CA: Brooks/Cole.
Course Objectives: In keeping with the outcomes of Educators as Reflective Citizen Leaders,
through written assignments, class objectives, class presentations, viewing of videotapes, and
objective examinations the successful student will be able to show evidence of the following
objectives.
Professional Teacher Outcomes:
V1 – Educators as Reflective Citizen Leaders
1 – Plan for Instruction
2 – Implementation and Management of Instruction
3 – Evaluation and Assessment
4 – Knowledge of Subject
5 – Classroom Behavior Management
6 – Communication Skills
7 – Professional Responsibilities
8 - Technology
9 – Diversity
Knowledge:
1. Demonstrate a working knowledge of the major theories of counseling and
psychotherapy. *(4)
2. Demonstrate an understanding of common methods, techniques, and approaches used to
study the field of counseling. *(4)
3. Describe the importance of multicultural approaches to counseling theories and how the
use of these approaches may impact client behavior. *(4)
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
1
Skills:
1. Demonstrate the ability to examine ethical and professional issues in counseling and
psychotherapy. *(V1 4,7)
2. Demonstrate the integration of theoretical and experiential learning while formulating
your own theoretical approach to counseling and psychotherapy. *(V1, 4,7)
3. Demonstrate knowledge of self-evaluation in understanding qualities that support and
hinder your attempts at being therapeutic for others. *(V1, 4,7)
Dispositions:
1. Demonstrate an understanding and appreciation for the diverse potential of all human
beings. *(V1, 4, 7)
2. Demonstrate an appreciation of the importance of various forces and events in the
shaping of individuals. *(V1, 4, 7)
Class Schedule and Course Content Outline:
Date
August 27
September 3
September 10
September 17
September 24
October 1
October 8
October 15
October 22
October 29
November 5
November 12
November 19
Topics
Course Overview
Psychoanalytic Therapy
Preparation / Consultations
Presentation /
 Adlerian Therapy
Presentations /
 Existential Therapy
 Person-Centered
Therapy
Presentations /
 Gestalt Therapy
Presentations /
 Behavior Therapy
Test
Presentations /
 Cognitive Behavior
Therapy
Presentations /
 Cognitive Behavior
Therapy
 Reality Therapy
Presentations /
 Theorists to be
selected from List
Presentations /
 Theorists to be
selected from List
Presentations /
 Theorists to be
selected from List
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
Readings
Chapters 1, 2, & 3
Chapter 4
Chapter 5
Chapters 6, 7
Chapter 8
Chapter 9
Test covers Chapters 1 - 7
Chapter 10
Chapters 10 & 11
2
November 26
December 3
December 10
No Class / Student
Holiday
An Integrative Perspective
Presentations /
 Theorists to be
selected from List
Final Exam
Chapter 15
Course focus: The focus of this course is an examination of contemporary theories of
counseling. A common model is applied to each of the theories so that the theoretical approaches
can be compared and contrasted. This model includes an analysis of the following dimensions:
 Key concepts of the theory, including view of human nature with implications for
counseling practice.
 The therapeutic process including goals of the approach, therapist function and role,
client experience in therapy, and perspective on the client/counselor relationship.
 Application – therapeutic techniques and procedures, including phases of the counseling
process and case examples.
 Critical evaluation – contributions and limitations of the approach.
Course Requirements:
 Class participation and assigned readings. All students are expected to stay abreast of
the reading assignments and to actively participate in class discussion.

Class presentation. Each student is expected to make a class presentation on one of the
counseling theories using the common model explained in the course focus. A copy of
your typed outline with three references has to be submitted to the instructor. Rubric for
evaluation is attached.
Value – 21 points
Due – as scheduled

Paper. Write a paper that articulates your personal theoretical orientation to counseling.
Your paper should include a definition of counseling, a discussion of at least six key
concepts of your view of human nature, your perspective of your role as a counselor, four
therapeutic goals, relationship issues, and at least six basic techniques and methods that
might be applied in your approach. In addition your paper should contain an introduction
and a conclusion. The paper should be 4 - 5 pages in length.
Value – 39 points
Due – December 3

Completion of Manual Activities. Completion of the Manual for Theory and Practice
of Psychotherapy is a requirement of this course. You will be required to turn in your
manual for review on the day the final exam is scheduled. This manual will represent a
major part of your learning experience for this course. Don’t delay and allow yourself to
get behind. Start on this assignment right away.
Value – 20 points total
Due – December 10

Two exams. Exams will be based on the textbook, lectures, and class discussions.
Exam 1 – October 15
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
3
Exam 2 – December 10
Value – 25 points each = 50 points
Course Evaluation:
class presentation
personal theory paper
manual completion
two exams
21 points
39 points
20 points
50 points
total
130 points
Grading scale:
130 – 118 = A
117 – 104 = B
103 - 90 = C
89 and below = F
Announcements:
The Longwood Honor System covers all work in this course for Graduate Programs. See
the current edition of the Longwood Graduate Catalog for details.
Assignments are due as scheduled. Points will be deducted for work submitted after the
due date. No assignment will be accepted more than one week past the due date.
Attendance is expected at all classes. Missing 10% of classes will result in lowering of
your grade one letter grade. Missing more than 25% of classes will result in failure.
Attendance is expected at all classes. Missing 10% of classes will result in lowering of
your grade one letter grade. Missing more than 25% of classes will result in failure.
Any student who feels that she or he may need accommodations based on a disability
should make an appointment to see me during office hours.
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
4
Bibliography:
Cottone, R. (1999). Theories and Paradigms of Counseling and Psychotherapy. Needham
Heights MA: Allyn and Bacon.
Covey, G. (1998). Case Approach to Counseling and Psychotherapy. Pacific Grove CA:
Books/Cole.
Corsini, R. and Wedding, D. (Eds.) (1989). Current Psychotherapies.
Itasca II: F.E. Peacock.
Erickson, E. (1950). Childhood and Society. New York: W.W. Norton.
Fagen, J. and Shepherd, I. (1970). Gestalt Therapy Now: Theory and Applications.
New York: Harper Colophon Books.
Freud, S. (1965). The Origin and Development of Psychoanalysis.
Gateway Editions: Henry Regnery Co.
May, R. (1969). Love and Will. New York: Dell Publishing Co.
May, R. (1969). Existential Psychology. New York: Random House.
Lynn, S. and Garske, J. (1985). Contemporary Psychotherapies: Models and Methods.
Columbus, OH: Merrill.
Oaklander, V. (1988). Windows to Our Children: A Gestalt Approach to Children and
Adolescents. Highland, New York: The Center for Gestalt Development, Inc.
Patterson, C. (1998). Theories of Counseling and Psychotherapy. New York: Harper and Row.
Perls, F.S. Hefferline, R. F. and Goodman, P. (1951). Gestalt Therapy: Excitement and Growth
in the Human Personality. New York: Dell Publishing Co.
Polster, E. and Polster, M. (1973). Gestalt Therapy Integrated. New York: Vintage Books.
Rogers, C. and Coulson, W.R. Eds. (1969). Freedom to Learn: Studies of the Person.
Columbus, OH: Merrill.
Shepard, M. (1975). Fritz: An Intimate Portrait of Fritz Perls and Gestalt Therapy.
New York: Saturday Review Press.
Shilling, L. (1999). Perspectives o Counseling Theories. Englewood Cliffs NJ: Prentice Hall.
Thompson, C. and Rudolph, L. (1998). Counseling Children. Belmont, CA: Brooks/Cole.
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
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Student Manual for Theory and Practice of Counseling and Psychotherapy
Required Items to be completed:
1. Survey of Attitudes and Values Related to Counseling and Psychotherapy: A
Self-Inventory and Pretest pp. 6-11.
2. The Counselor Person and Professional, pp.12-14
3. Counselor Values and the Therapeutic Process, pp. 15-17
4. Dealing with Value Conflicts, pp. 17-18
5. Multicultural Counseling Competencies: A Self Examination, pp. 23-25
6. Cultural Diversity in Counseling Practice pp. 26-27
7. Self-inventory of Attitudes Relating to Ethical Issues, pp. 31-33
8. All Prechapter Self-Inventories – Chapters 4-14
9. All Quizzes – A Comprehensive Check – Chapters 4-14
10. All Practical and Personal Applications
11. Quick Discrimination Index pp. 158-161
12. Integrative Perspective pp. 197-200
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
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EDUC 505
THEORETICAL ORIENTATION RUBRIC
Unmet (0-1)
Partially Met (2)
Introduction
Little evidence of
statement of topic or
purpose.
Statement of topic and/or
purpose of paper are
vaguely stated.
Definition of
Counseling
Definition is inaccurate
and difficult to
understand.
Describes few (3 or less)
aspects of view of human
nature.
Definition is accurate yet
difficult to understand.
Does not define helper
role and functions.
Is unable to describe goal
and procedures for
working with clients.
Helper role and functions
are vaguely defined.
Describes 3 therapeutic
goals and procedures for
working with clients.
No evidence of
client/counselor
relationship is presented.
Presents few (3 or less)
counseling techniques.
Client/counselor
relationship is not clearly
stated.
Presents 4-5 techniques
that be applied with this
approach.
Ideas are vaguely stated.
Key Concepts
Counseling Role
Therapeutic Goals
and Process
Relationship
Issues
Application &
Counseling
Techniques
Evaluation of
Approach
Conclusion
Writing
Organization
Writing
Mechanics
Technical
Requirements
Paper Submission
Ideas are illogical.
Conclusions are illogical
and do not fit data
presented.
Writing is not well
organized and difficult to
understand.
Paper contains many
(more than 5) spelling,
syntax, or sentence
construction errors.
Paper is less than 3 pages
in length.
Paper not submitted
within time required.
Describes 4-5 aspects of
view of human nature.
Conclusions contain 1-2
errors. Summarizations
of data are weak.
Writing is organized but
is difficult to follow and
lacks cohesion,
Paper contains 3-5
spelling, syntax, and
sentence construction
errors.
Paper is 3 pages in length,
or is not double-spaced or
typed.
Paper submitted no more
than one week beyond
deadline.
Met (3)
SCORE
Serves as a prologue and
presents clear, concrete
statement of topic and
purpose of paper.
Definition is accurate and
clear.
Clearly describes 6 aspects of
view of human nature and
articulates factors that
account for changes in
behavior.
Defines helper role and
functions clearly.
Accurately describes 4
therapeutic goals and
procedures for working with
clients.
Discuss characteristics of
client/counselor relationship.
Presents 6 techniques that
might be applied with this
approach.
Presents sound, and logical
ideas.
Draws accurate conclusions
and summarizes issues
accurately.
Writing is well organized,
logical and sequential.
Paper is well written.
Spelling, syntax, and
sentence construction are
correct.
Paper is 4-5 pages in length,
double-spaced, and typed.
Paper submitted by due date.
/39
Total
COMMENTS:
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
7
EDUC 505
CLASS PRESENTATION EVALUATION RUBRIC
CRITERIA
UNMET (1)
Comprehensiveness
Listeners are left
wondering about
topic at the end
of presentation.
Limited
information
presented.
Topic Coverage
Organization
Accurate Facts
Conclusions
Opinions
References
Lacks
organization. Is
difficult to
follow.
Invalid
information is
presented.
Conclusions are
illogical and do
not fit data
presented.
PARTIALLY
MET (2)
Presentation
leaves out
important
information.
Presentation
would have been
enhanced with
additional
information.
Presentation is
somewhat vague.
No evidence
presented for
judgments.
Some
information is
not valid.
Conclusions
contain 1-2
errors.
Summarization
of data is weak.
Judgments are
not soundly
presented.
Only includes 1
reference.
Includes 2
references.
Total
MET (3)
SCORE
Covers topic so
listeners see a
complete
picture.
Supports big
ideas with
interesting
details and
examples.
Organizes
content so it is
easy to follow.
Presents
accurate
information.
Draws accurate
conclusions and
summarizes data
accurately.
Logically
supports
judgments with
facts.
Includes 3 or
more references.
/21
Comments:
Don Fleming, PhD
Educ 505
Theories of Counseling and Psychotherapy
8