Course Information: Instructor: Elizabeth Skowron, PhD. Counseling Psychology Program Email: eskowron@uoregon.edu Office: 257 HEDCO Office Hours: by appt. UNIVERSITY OF OREGON Counseling Psychology Program CPSY 614: THEORIES OF COUNSELING Course Syllabus & Schedule Winter 2012 Class Time: Mondays 9:00am 11:50am in 176 ED Course Overview and Objectives: This is an introductory course in the major theories of counseling/psychotherapy that apply to various helping professions. Because time constraints prohibit us from covering all of the more than 400 identified theories, we will survey theories that range from psychoanalytic to family systems, focusing on those that are of historical significance, currently relevant, and/or commonly considered and covered in most texts on counseling theories. This course is designed to meet the following objectives: 1. Review of major historical and current theories of psychotherapy; including their: a. philosophical foundations b. underlying assumptions and values c. major constructs, terms, and techniques, 2. Development of strategies for a. applying and evaluating theories of psychotherapy to specific clients and types of client problems and b. facilitating a trans-theoretical case discussion, critique and analysis, 3. Integration of multicultural awareness, basic skills, knowledge, and self-awareness, 4. Articulate your own preferred theories of psychotherapy for particular client conditions vis a vis your views of human nature, 5. Demonstrate an ability to apply theory to practice. Required Materials: You are responsible for weekly readings, which will be posted a week in advance on blackboard. Course Format: We meet as a class on Monday morning. Generally, class time will be divided into different sections, including 1. Discussion of the theoretical concepts covered in the readings and techniques specific to those theories, 1
2. Class activities and videos highlighting unique concepts and techniques from each theory. Attendance This is a collaborative learning experience. Attendance, of course, is mandatory. Missing more than one class will automatically drop your grade one letter grade. Class participation includes being present in class physically, psychologically, interpersonally prepared and thoughtfully engaged. I also recognize that each of you will find some of these activities more enjoyable, comfortable, culturally congruent, or suited to your learning style than others. I encourage you to expand your range of participation. Assignments Assignment 1: Self-Assessment. The self-assessment paper is designed to summarize your current psychotherapy knowledge, skills and training goals for this term. This short paper should be comprised of three sections: (a) a brief review of your previous clinical training and other clinical work experiences; (b) a description of theories of psychotherapy that you are particularly drawn to and specifics regarding why these approaches most appeal to you; and (c) some goals for professional training & development that you hope to work on this semester. Your self-assessment should be at least 5 pages double-spaced, though there are no upper page constraints, and it is due before class on Monday, January 14 th online at the course blackboard site. Assignment 2: Blog. The blog is designed to give you a space to reflect on the content of the class (readings, discussions, activities, etc.) on a weekly basis. You are required to post one blog entry a week. Each blog post must have two parts: 1) a critical discussion of one or more of the readings for the week and 2) a personal reflection on the readings, and the theory of focus that week, in regards to the development of your own theoretical orientation. Your blog entry should be between 400-500 words and should end with a question that invites others to reflect and comment on your blog post. You are also responsible to responding to the other student blogs entries from your group, at least one response for each person in your group per week. Your weekly blog entries and comments are worth a total of 20 points for the Blog assignments this term. Assignment 3: Group led Discussion and Activity (duration approximately 45 minutes). This is a small group assignment. Each group will choose one theoretical orientation (starred below) and prepare the following: 1) Select 3 articles (published in a peer-reviewed journal) associated with the particular theory or group of theories and come to class with an annotated bibliography of these readings. a. One reading needs to be a research study that tests some aspect of the theory b. One reading needs to explore the theory from a multicultural perspective 2) Prepare a 15 minute class presentation on key points of articles 3) Prepare 3-4 questions based on both the class readings and above articles and lead a 30 minute small group discussion. Assignment 4: Final Paper This final paper has three sections. The first is a summary of your preferred theories of psychotherapy (2+ theories), for what client conditions, and why. The second is an application of two of these major theories to a case study. The third is a reflection of the contrast between these two preferred theories, highlighting 2
areas of similarity and difference. The write-up should be typed, double-spaced, with 1 margins and 12 point font, and utilize APA format. You will present section one (your own preferred theories of therapy) to a small group in class and receive feedback from your peers (20-30 min). This presentation can be as informal or as formal as you like. Class presentations will occur during the last week of class. Final Paper= 50 points (DUE March 11 th). The three sections are outlined in more detail in the appendix of this syllabus. Grading: Based on this point system: 1. Self-Assessment Paper 10 2. Blog 20 3. Group led Discussion and Activity 20 4. Final Paper 50 TOTAL = 100 points Final course letter grades will be based on the standard University grade-point formula. General Expectations ***If you must miss a class, please e-mail me in advance. You are responsible for course content and assignments that you miss. Frequent class absences will result in a significant grade reduction. I see learning as a collaborative process in which the instructors and students both participate actively. Although I have knowledge and expertise, you as students come to this class with a wealth of personal experiences, knowledge, and interpretations to share. As such, my role in the class is to provide you with contextual and specific information related to course content and practices, to facilitate discussions, as well as provide appropriate responses to your questions, concerns, and feedback. In your role as students, I expect you to complete all readings and assignments on time, attend every class meeting punctually, and participate actively in class. I hope that we can collaborate to create a respectful class discourse by integrating our diverse perspectives and opinions. Diversity and Respect for Others The course content, class discussions, projects and activities, and assignments are grounded in an assumption that human diversity is normative and, accordingly, is an appropriate focus of attention. The course requires and expects critical thinking about and sensitivity to the impact of diversity (socioeconomics, culture, ethnicity, race, religion/faith, gender, physical ability, sexual orientation, and other considerations) both in relation to the populations we serve, and in the classroom with each other. Students are encouraged to develop and expand their respect for and understanding of diverse identities and experiences. Inclement Weather Policy In the event the university operates on a curtailed schedule or closes, UO media relations will notify the Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding the university s schedule will be posted on the UO main homepage (in the News section) at 3
http://www.uoregon.edu. College of Education students should contact their program department for further information. Student Supports/Documented Disability Appropriate accommodations will be provided for students with documented disabilities. If you have a documented disability and require accommodation, arrange to meet with the course instructor within the first two weeks of the term. The documentation of your disability must come in writing from the Disability Services in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For more information on Disability Services, please see http://ds.uoregon.edu/ Student Conduct All students are subject to the regulations stipulated in the UO Student Conduct Code (http://uodos.uoregon.edu/studentconductandcommunitystandards/studentconductcode/tabid/69/defa ult.aspx ). This code represents a compilation of important regulations, policies, and procedures pertaining to student life. It is intended to inform students of their rights and responsibilities during their association with this institution, and to provide general guidance for enforcing those regulations and policies essential to the educational and research missions of the University. Students should review these policies periodically to see the most recent version. CPSY 614 FINAL PAPER GUIDELINES SECTION ONE This section requires you to formulate and describe your preferred theories of counseling/psychotherapy (2+) that will guide your work with clients. You may select one or more preferred theories from the ones identified in the course schedule and in addition, you may also include a theory that is not listed but one that you would like to learn more about (e.g., Acceptance and Commitment Therapy, Acculturation Model Theory, Attachment Theory). This section should be between 8-12 pages. PREPARATION FOR WRITING In preparation for this assignment, I recommend that you take notes as you read about each of the theories and during the class discussions on each theory. Spend some time each week mulling over your thoughts and reflections on each theory and writing yourself notes. Which of the theories (or parts of a theory) do you gravitate toward and why? These notes that you make throughout the quarter will be helpful to you as you prepare to write your final paper. In this assignment, you will describe your preferred theories of psychotherapy. Imagine yourself in a variety of different professional settings with different types of clients (i.e., counseling center, inpatient hospital, outpatient primary care setting, community mental health agency, etc.). For many of you this will be the first time you will attempt to describe in an organized and succinct fashion those major theories that will guide your counseling practice. Regardless of your clinical experience to date, an 4
explicit summary of these most personally relevant and influential theories of psychotherapy will help guide your efforts when you begin to provide therapy with clients in the near future. For this assignment, you will review two or more major theories of psychotherapy, reflect on your natural inclinations toward some and away from other major theories, and form a well-reasoned set of arguments for why this is the case. In light of your preferred approaches, what types of client conditions you believe these approaches will best equip you to work with and why? This exercise is also an opportunity to explore your natural inclinations (i.e., implicit theories) and make these more explicit to yourself and others. It is essential to give much time and thought into this paper. I have listed specific questions to answer in your paper below. Although the answers to these questions will be from your personal perspective, you must connect these answers to aspects and tenets of major theories. As you reference several theories be sure to clearly articulate how you conceptualize this integration. SPECIFIC QUESTIONS TO ANSWER IN YOUR PAPER (Use these nine numbers as subheadings to organize your paper) 1. Describe your basic assumptions about what it means to be human. All theories have basic assumptions that underlie the theoretical concepts; yet these assumptions are often not clearly articulated. Provide a brief description of each of your preferred theories basic assumptions about the nature and meaning of being human. 2. Describe each of your preferred theory s explanations for how people develop problems of living. Because clients come to us for help with their problems, how we conceptualize their problems is a critical component of our theory and has substantial influence on how we work with clients. 3. Describe your beliefs about why change occurs and what motivates people to change. Also, describe your beliefs about how people change. For each of your preferred theories of psychotherapy, what are the posited mechanisms of change (i.e., how does the approach facilitate client change)? Describe the change processes in each of your preferred theories? According to each approach, what helps people change? 4. Describe the types of client conditions, problems, and struggles that are best suited to each of your preferred theories of psychotherapy. Provide a rationale for your assertions here, and ground these assertions in theory, research findings, and/or logic. 5. Describe the goals of each of your preferred theories of psychotherapy. How well do your basic assumptions about human nature and change mesh with the goals for change articulated in your preferred approaches. What do you hope your therapeutic efforts will achieve with clients? 6. Describe your roles and functions as a psychotherapist. Describe what your preferred theories say about your central tasks as a psychotherapist. 7. Describe the client s responsibilities in psychotherapy. From your preferred theoretical perspectives, what are the roles and expectations you as therapist have of your clients? How are clients expected to behave and what are clients expected to do with you in session and between sessions? 8. Describe what happens during counseling sessions from each of your preferred theoretical perspectives. What therapeutic tools, techniques or strategies will you introduce and use in the counseling sessions? How will these 5
techniques or strategies create change for the client? In each of your theories, are there stages or phases of the therapy process? If so, describe them. 9. Describe the strengths and limitations of your preferred theories. Identify the strengths and limitations of each theory from your perspective (as therapist) and that of a client. Being capable of identifying the limitations of your preferred theories is a particularly important task because the issues you identify for each will guide your future reading, thinking, discussions with others, and your actions with clients as you continue to grow and develop in your professional role. SECTION TWO This section has been designed to help you with application of theories of psychotherapy to the specifics of real world practice. As part of this section, a brief description of a client is provided on blackboard. Select or more of your preferred theories and answer the five questions listed below. This section should be between 6-8 pages. ANSWER THESE FIVE QUESTIONS 1. In general, how do your theories conceptualize this client s problems? How do your theories explain the problems this client describes in her first therapy session? 2. Based on the theories you have selected, describe the general goals for therapy for all clients and the specific goals for this client. 3. Briefly describe your roles and responsibilities as the therapist when using each of these theoretical perspectives. What are you thinking, saying, and doing as this client s therapist? Describe the strategies or techniques from each approach that you would use with this client to achieve the specific goals you listed under #2 above. Be specific. 4. From each of these theories perspectives, why and how will change occur for clients in general? Describe how the interventions you described under #3 will facilitate change for this client. 5. Evaluate each theory s strengths and limitations from a general perspective and specific to this client. Finally, what do you personally like and dislike about applying each of these theories in work with this client? SECTION THREE In this final section, reflect on the similarities and differences between each of your preferred theories employed in section two. Using the specifics of the case study in section two, compare and contrast your view of the therapeutic change process for this client, agreement between therapist and client goals, and the utility of strategies and techniques you would use in each approach to facilitate positive client change. This section should be between 4-5 pages. 6
Week Date General Topics 1 Jan 7 rd Introduction and Overview 2 Jan 14 th Psychodynamic theories Self-Assessment Paper Due 3 Jan 21 st No Class (Martin Luther King Jr. Holiday) 4 Jan 28 th Interpersonal theory* Structural Analysis of Social Behavior 5 Feb 4 th Time-limited dynamic psychotherapy* 6 Feb 11 th Cognitive behavioral theories * 7 Feb 18 th Humanistic Theories (Process Experiential Psychotherapy) * Change process research 8 Feb 25 th Family Systems Theories* 9 Mar 4 th Relational Cultural Theory * Theory paper due: March 11 th, 2013 10 Mar 11 th Empirically supported therapy relationships* * Group Presentations due 7
CPSY Competencies addressed in this course Competency 1a: Students demonstrate knowledge of the bases of scientific and professional psychology (e.g., developmental, biological, cognitive/ affective, and social aspects of behavior, and the history of the discipline of psychology). Competency 3a: Students demonstrate knowledge of theories and methods of assessment and diagnosis with both adults and children. Competency 4a: Students demonstrate knowledge of evidence-based practices in prevention science, psychology, and counseling psychology. Competency4b: Students use science and relevant theories to develop treatment plans and implement appropriate interventions. Competency 5a: Students demonstrate incorporation of the ecological model in case conceptualization, intervention, and evaluation of treatment. Competency 6a: Students demonstrate awareness and understanding of diversity and contextual issues (e.g., culture, identity, gender, sexual orientation, disability, marginalization, poverty, etc.). Competency 6b: Students apply knowledge of diversity and contextual issues to all aspects of clinical work. Competency6c: Students demonstrate awareness of multicultural and contextual issues in their professional interactions and commitment to relevant guidelines (e.g., APA's Multicultural Guidelines). Competency 6d: Students recognize connections between injustice, oppression, and mental health, and the responsibility of counseling psychologists to address these issues. Competency 7b: Students demonstrate commitment to learning and enhancement of multicultural competencies, including continued development of critical self-awareness in areas such as privilege, power, social justice, and identity. Competency10a: Students demonstrate basic knowledge of the history and professional identity of counseling psychology. Competency10b: Students demonstrate knowledge of counseling psychology as an applied discipline with a prevention focus. Competency 11b: Students demonstrate facilitative interpersonal skills with others, including supervisors, peers, staff, and supervisees. Competency 11c: Students are responsive to feedback from faculty, supervisors, and peers. 8