Psy. 428 Spring, 2015 Maria Hess PhD, MFT
Office Hours: Stevenson 3083. Tues 11:00 – 12:45 and Weds 11:45-12:15.
Contact Information: SSU: 664-2413. Private office: 824 – 9902.
Email:
INTRODUCTION TO COUNSELING
The role of the therapist is to provide the client with a secure base from which s/he can explore the various unhappy and painful aspects of his or her life, past and present, many of which he/she finds difficult or perhaps impossible to think about without a trusted companion to provide support, encouragement, sympathy and, on occasion, guidance.
~ Bowlby
Course Description
This class is an introduction to the theory and practice of psychotherapy and counseling including the view that this form of helping is a healing art. The course is taught as an experience and will include lecture, didactic exercises, role-plays, videos, group projects and class discussion.
Working with others is based on our own knowledge of ourselves. We will be identifying and working with our own skills; recognizing and expressing feelings, communicating, problem solving, giving and receiving feedback, listening, being aware of cross cultural and other diversity issues, and relaxing.
Throughout the course, we apply the concepts to our own lives and experience. Most students find that studying and working with this material brings their own feelings, issues, and conflicts to the fore. Part of this classroom experience is to learn how to safely explore, understand and work with this. If self-exploration seems too much at any time, remember you always have a choice in the matter. Please see the instructor if an assignment is too emotionally sensitive.
Course Objectives
At the end of this course the student will:
1. Be able to describe and discus the basic principals and theories of the primary
schools of psychotherapy and counseling.
2. Articulate and expand on major concepts such as; containment, mirroring,
empathy, transference, counter transference, listening skills, compassion, to
name a few.
3. Illustrate and give examples of the importance of culture and diversity issues
for themselves and their clients.
4. Explore and amplify personal issues at work and understand their import in
the counseling experience.
5. Develop and practice relaxation and meditation techniques to aid the quality of
the therapeutic exchange.
Prerequisites
Personality theory, or Psychology 302 is a prerequisite. Junior, Senior, or Graduate status.
CLASS IS LIMITED TO 24 STUDENTS. PREFERENCE IS GIVEN TO SENIORS AND MA CANDIDATES.
Required Texts
Corey, G. Theory and Practice of Counseling & Psychotherapy 8th or 9th Ed.
Blank, unlined journal
Recommended Texts
Being a Brain-Wise Therapist. Badenoch, B.
Bad Therapy. Kottler, J. and Carlson, J.
The Client Who Changed Me. Kottler, J. & Carlson, J.
Drama of the Gifted Child. Miller, A.
On Being a Therapist. Kottler, J.
Thoughts Without a Thinker. Epstein, M.
Back to One. Kopp, S.
Love’s Executioner. Yalom, I.
Power in the Helping Profession. Guggenbuhl-Craig, A.
Eros on Crutches. Guggenbuhl-craig, A.
The Heart of Healing. Kottler, Sexton, Whiston.
The Gift of Therapy. Yalom, I.
The Neuroscience of Psychotherapy. Cozolino, L.
The Making of a Therapist. Cozolino. L.
Letters to a Young Therapist, Pipher, M.
Daring Greatly. Brown, B.
Your Body Knows the Score. Van Der Kolk, B
Classroom Environment:
A safe environment is necessary for the development of trust and self-disclosure. Mutual respect is one way to nurture a contained and trusting place for learning and growth. If we all work together towards respecting the parameters of the course our experience will be enriched.
* As we will be sharing and developing a close working alliance with each other
it is important to be aware of one’s behavior in a learning circle. You will use
your check-in time to practice listening and learning about self-disclosure.
During check-ins please do not read, draw, check any electronic devices,
sleep, or chat with your neighbor. Think about how you want others to listen to
you!
* Laptop use is prohibited during class.
* Please turn off your cell phones and put them away.
* You are welcome to bring drinks, but eating is not appreciated during class
time.
Requirements
Attendance is mandatory as missed material is difficult to recapture. Students should notify the instructor beforehand if their schedule requires an absence. You are allowed one absence, after which you will be docked 5 points for each thereafter.
Each class will begin with an attunement. If you are late, please wait outside of class until the attunement and writing is over. Coming in late, and/or leaving early, missing a counseling session, a class session, or not completing homework assignments WILL affect your grade.
Students are expected to participate in 8 weekly co-counseling sessions outside of class (dates indicated on schedule with an asterix*). You will be working in triads as counselor, client, and witness. All sessions must be audio recorded and kept in a secure and private place. Weekly notes on the experience of counseling and being counseled should be kept. NOT doing so will make the writing of your final paper INFINITELY more difficult.
A Two Page Autobiography is due on Feb 17th the week prior to your choosing co-counselors. All students will read each other’s autobiographies in silence until everyone has read each other’s work. These papers are to be in bullet format addressing some of the major highlights and turning points of your life. This is a way you are becoming more known to each other to help facilitate your triad choice. There is no need to “sell the farm” in your disclosure, yet superficial sharing has been dissatisfying to most students who have chosen that route. Please include at the end of your work the hours you are available for co-counseling.
Take Home Assignments will be given five times over the semester. They are various inventory style, written projects that are not graded for content, but each are worth five points for completion. One of those assignments is a Personal Inventory Paper that is due on Sept. 30th. A worksheet will be made available to you to give a framework to this assignment. (25 pts.)
Theory Group Presentations Two person groups will give 30 minute presentations to the class at large on the theory they chose. The professor and the class will grade the presentation then the scores will be averaged and assigned to the presenters along with the comments about their information and delivery. These presentations should be timely relevant, contemporary and referenced from outside class sources, not just notes from the text. You may include video clips, role-plays, or class exercises to exemplify the therapy. You will be graded on depth of content (academic references vs. the Onion) understanding of the therapy (key terms, definitions and examples of key concepts), relevance of support materials (are the video clips, exercises, or Prezi’s germane to the study), clarity of delivery (organized, has some facility with the material to answer questions and engage the audience), and composition (how it all hung together, or not). (25 pts.) Due dates vary as shown on syllabus.
The major paper for this class is your co-counseling paper. This work should reflect your experience and understanding of your co-counseling relationship. You are to address what theoretical tenets you found present in your sessions, along with your own sense of how the process unfolded. I don’t want you to analyze your client, but more what you noticed in yourself while you listened to your client and thought about them in between sessions, etc. You are to explore all three experiential aspects of your triad (counselor, client, witness).
Use excerpts from your own tapes as counselor to punctuate your academic and clinical understanding, along with any other material introduced in class that is relevant. Include a ten consecutive minute transcript of your work as a counselor in an appendix.
This paper is to be 8 - 10 pages, not including your transcript, with references to course material. You are to use APA format for referencing and citations, and please double space for comments. This requirement is 50 points and due on May 11th.
All co counseling papers, and other written work are to be hard copy only. No emailed papers.
LATE PAPERS ARE NOT ACCEPTED.
Grading: Take home assignments 25 pts.
Theory Groups 25 pts.
Co-counseling paper 50 pts
Total points = 100
Autobiography is not graded.
You should expect to spend 3 - 4 hours per week outside of class on this course for reading, co-counseling, thoughtful consideration of process and participation, and for writing.
All assignments are due at the beginning of class on the date indicated.
Reading and Assignment Schedule:
To supplement the more theoretical aspects of counseling your textbook covers, there are well written articles to be found on my homepage www.sonoma.edu/users/h/hessm and to which you are assigned to read below. Please bring your questions about your reading and your co-counseling experience to class.
A disclaimer:
"The California Faculty Association is in the midst of a difficult contract dispute withmanagement. It is possible that the faculty union will call a strike or other work stoppage thisterm. I will inform the class as soon as possible of any disruption to our class meeting schedule."
· = Indicates co-counseling week
Wk 1 Jan. 27 Introductions
Wk 2 Feb. 3 Ch 1 & 2
Read: Self-disclosure. G. Egan (1976)
Watch on-line: Dr. Brene Brown. The power of vulnerability. At
http://www.ted.com/talks/brene_brown_on_vulnerability.html
and Listening to Shame
http://www.ted.com/talks/brene_brown_listening_to_shame
Wk 3 10 Ch 3 & 4
Read: Symptoms - Voices of the Soul. T. Moore (1992)
Present: Psychoanalytic Therapy
Wk 4 17 Ch 5 Two page autobiography
Read: Attending and Listening. G. Egan
Wk 5 24 Ch 6 Choose co-counselors
Read: Resistances. G. Egan
Present: Adlerian Therapy
Wk 6* Mar. 2 Ch 7 Personal Inventory Paper
Read: Accurate Empathic Understanding: creating a climate of support. G. Egan.
Present: Existential Therapy
Wk 7* 9 Ch 8
Read: Transference. G. Weinberg (1984)
Present: Person-Centered Therapy
Wk 8 16 Spring Break! No Class!
Wk 9* 23
Read: Confrontation. G. Egan
Present: Gestalt Therapy
Wk 10* 30 Ch 9 & 10
Present: Behavior Therapy
Wk 11* Apr 6 Ch 11 & 12
Present: Cognitive Behavior Therapy
Wk 12* 13 Ch 13
Present: Reality Therapy
Wk 13* 29 Ch 14
Present: Postmodern Approaches
Wk 14* 27 Ch 15
Present: Family Systems Therapy
Wk 15 May 4 Ch 16 Family Sculpture (will be done in class)
Wk 16 11 Co-Counseling Paper Due
Begin class closure.
Present: Integrative Therapy
Wk 17 18 Final: 8-9:50 am Finish closure and Good-byes
Access for students with disabilities: Students who have disabilities and require classroom accommodations should meet with me (within the first 2 weeks of class) during my office hours to make these arrangements. Please bring an accommodation authorization from the Disability Resource Center with you.
Academic Integrity: It is the responsibility of each student to be apprised of the requirements of the psychology department and university regarding academic honesty. The parameters are outlined online at
http://www.Sonoma.edu/psychology/AcademicHonestyPolicy.html.
Disruptive Student Policy: Students should familiarize themselves with the Disruptive Student Policy http://www.sonoma.edu/uaffairs/policies/Disruptive.html A code of conduct in the classroom is necessary for respectful discourse, safety
is required for sharing, and learning. Emotional terrorism, hate mongering, or other behaviors of intimidation will not be tolerated, and policy will be enforced.
ALL SHARING DONE IN CLASS AND COUNSELING SESSIONS IS
STRICTLY CONFIDENTIAL (Breaking confidentiality will result in
being asked to leave the class).
“The deepest hunger of the human soul is to be understood.
The deepest hunger of the human body is for air. If you can listen to another person, in depth, until they feel understood, it’s the equivalent of giving them air.”
~ Steven Covey