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Please order your books asap! Please read the 2 articles for our first class on January 14th, 2009!!
American School of Professional Psychology
Person-centered therapy: Theory and practicePP 8020
Spring 2009
INSTRUCTOR:
Marjorie Witty, Ph.D.PHONE:
(312) 777-7702; (773) 327-1046EMAIL:
REQUIRED TEXTS: Books are not available through MBS. Order direct from internet and PCCS books in UK
Title / Client-centered therapy: Its current practice, implications and theoryAuthor(s) / Rogers, Carl R.
Copyright / 1951/ 2003
Publisher / Houghton Mifflin/ Constable & Robinson, Ltd.
ISBN / 1841198404
Edition
Title / Embracing nondirectivity
Author(s) / Levitt, B. (Ed.)
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 898059683
Edition / 2005
Title / Classics in the Person-Centered Approach
Author(s) / David Cain, Editor
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 189805942
Edition / 2002
Title / Reflections on Human Potential: Bridging the person-centered approach and positive psychology
Author(s) / Brian Levitt, Editor
Copyright / 2008
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 978-1-898059-96-7
Edition / 2008
This Course Requires the Purchase of a Course Packet: NO Additional readings will be sent through e-mail. Please check your preferred e-mail address daily.
RECOMMENDED READINGS
Title / Person-centered therapy: A revolutionary paradigmAuthor(s) / Bozarth, J.D.
Copyright / 1998
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 1898059225
Edition / 1998
Title / Carl Rogers counsels a Black Client: Race and Culture in Person-centred Counselling
Author(s) / Roy Moodley, Colin Lago, & Anissa Talahite
Copyright / 2004
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 1-898059-44-6
Edition / 2004
Title / Unconditional Positive Regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Vol. 3
Author(s) / Bozarth, J.Wilkens, P., Editors
Copyright / 2001
Publisher / Ross-on-Wye, UK: PCCS Books
ISBN / 1898059314
Edition / 2001
Argosy University, Chicago
American School of Professional Psychology
Person-Centered Theory and Therapy
CRN8212 PP8020
Spring 2009
Syllabus
Instructor: Marjorie Witty, Ph.D.
Office hours: Tuesdays, 1:30 – 3:30; Thursdays, 2:00 – 4:00; Other times by appointment. Please call
Class meetings: Wednesdays, 12:30 – 3:15
Teaching Assistant:
Required readings
See list above.
This course does not require the purchase of a course packet. "(O)" in the syllabus denotes that the article is available online, or will be sent to you via e-mail.
Learning Objectives
- Achievement of competence in empathic following response process, as assessed by performance in tapes to be submitted to instructor and T.A.
- Expanding self-awareness of personal reactions and feelings during the practice therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their practice therapy tapes.
- Mastery of basic theory of client-centered therapy through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion, and reading reaction papers.
- Increased ability to evaluate one’s own work as a novice therapist, assessed by final self-evaluation.
- Consciousness of the moral and ethical aspects of therapy practice as assessed through critiques of students’ own tapes.
Required Assignments:
-- Two short papers on your reactions to the readings. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week
-- A weekly thirty-minute practice therapy session with a class partner or volunteer practice client; both students should record these sessions and listen to your work; plan to submit the practice tapes on January 28, February 10th, February 24, March 11th, March 25th, and April 22nd(3 of these will include transcripts; see below). In other words, you are expected to tape weekly sessions with your volunteer client but you are to turn in sessions every other week starting on January 28. STANDARD SIZE TAPES!!!!
-- Three fifteen to twenty minute practice therapy transcripts (of a longer 30 – 45 minute session) that include personal commentary. For this assignment (and all tape assignments, use standard size tapes, place tape and a blank tape in a 81/2 x 11” manilla envelope along with your comments on the session. For the longer assignments, please submit a transcript of about 20 – 30 minutes of the session. Personal commentaries may be related to your private thoughts during the session, your feelings about the responses you made to your practice partner, and any concerns or questions you wish to raise concerning the session under discussion. Your personal commentary may be interspersed within the transcript – but if placed within the transcript it should be clearly indicated as commentary (in italics and within parentheses). Please use standard size audiocassette tapes cued to play where the transcript begins. On the transcripts, client and therapist statements should be numbered starting where you want me to listen as "C1", "T1", "C2", "T2", etc. Start each response of client (C) or therapist (T) on a new line so that I can read it clearly. All material is verbatim; tapes MUST be audible for both voices.
--A final paper addressing an aspect of client-centered theory and practice. Paper should be written in APA style, with appropriate citations and should not exceed 20 pages.
Grading and evaluation policy
NOTE: While this course has been C/NC (credit /no credit) a proposal to change to a graded class is before the curriculum committee. If you are strongly opposed to taking this class for a letter grade, please see me immediately.
The main method of evaluation will be the comments you and I make about your tape assignments and your and my assessment of your willingness and ability to sincerely, even if only experimentally and temporarily, implement/experience the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.
Course Outline, Readings, and Assignments
Key to readings
R: on library reserve. O: online or through e-mail; CCT: Rogers, C.R. (1951) Clientcentered Therapy; CRR: The Carl Rogers Reader, edited by Kirschenbaum & Henderson is on library reserve; EN: Embracing Non-directivity, edited by Brian Levitt; ROHP: Reflections on Human Potential, edited by Brian Levitt; DC: Classics in the Person-Centered Approach, edited by David Cain.
January 14 Client-centered therapy: Attitude, theory and practice
Required readings for January 14to be read before the first class:
Rogers, C.R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (R; CCT)
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (R; CRR, pp. 219-235).
January 21 Empathic Understanding
Required readings:
Brodley, B.T. Instructions for the clinical interview. (O) (
Brodley, B. T. Client-centered therapy: An expressive therapy. (O)
Brodley, B. T. Empathic understanding: Observations of a CC practice (O)
Raskin, N. J. The nondirective attitude. ONLY THE PARAGRAPH BEGINNING AT THE BOTTOM OF PAGE P. 330 – “There is a fourth level…” (EN)
Rogers, C.R. Reflection of feelings. (R; CRR)
January 28 Unconditional Positive Regard
FIRST TAPE AND TRANSCRIPT WITH COMMENTARY DUE.
Required readings:
Brodley, B. T. & Schneider, C. (2001). Unconditional positve regard as communicated through verbal behavior in client-centered therapy. In P. Wilkens & J. Bozarth, (Eds.)Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice (pp. 155-172). Ross-on-Wye, England: PCCS books. (O)(R)
Rogers, C. R. (1951) Chapt. 11: A theory of personality and behavior in Client-centered therapy. In Client-centered therapy. (CCT).
February 3The non-directive attitude
Required readings:
Grant, B. A. (1990) Principled and instrumental non-directiveness. (DC)
Brodley, B.T. (1997a) The non-directive attitude in client-centered therapy. Person Centered Journal. 4 (1). (O)
Levitt, B. & Brodley, B.T. (2008) ‘It enlightens everything you do’: Observing non-directivity in a client-centered therapy demonstration session. Pp. 96-112 (EN).
Recommended: Begin reading next week’s required reading, the 1959 theory statement.
February 10 Rogers’s 1959 formal theory statement. Second tape due.
Required readings:
Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of science: Vol. 3 Formulation of the person and the social context (pp. 184-256). New York: McGraw Hill. (in CRR)
But read definitions in email handout.
Excerpt of session by Brodley w/ commentary by Witty from Raskin, N.J., Rogers, C.R. & Witty, M. (2007).Chapter 5Client-Centered Therapy. In Corsini & Wedding (Eds.), Current Psychotherapies. (R;O)
February 17Rogers’ motivational theory and view of maladjustment
FIRST PAPER on your reaction to the readings is due today. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week. This paper (of any length) should include your reaction to Rogers’s formal 1959 theory statement. You may incorporate into your paper, or not, the second reading for today, the Brodley session with commentary by Witty.
Required readings:
Rogers, C. R. (1957). A note on “The nature of man.” (CRR; R)
Rogers, C. R. The therapist’s view of the good life: The fully functioning person. (CRR, pp. 409-420; R)
Brodley, B. T. (1999b). The actualizing tendency concept in client-centered theory.The Person-Centered Journal, 6(2), 108-120. (R; O)
February 24 Congruence: A frequently misunderstood condition. Third tape due.
Required readings:
Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (R; O)
Moon, Nondirective therapist congruence in theory and practice. (EN)
Moon, K. A. (2002). A dearth of suds for Davey: A therapist’s thoughts during a child therapy session. Person-Centered Journal, 9(2), 113-139. Only the postscript is required reading. (R; O)
March 4 Client-centered therapy with children, families & couples Paper proposal due.
Required reading:
Ellinwood, C. (1959). Some observations from work with parents in a child therapy program. Chicago Counseling and Psychotherapy Center Discussion Paper published in The Person-Centered Journal
Moon, K.A. Nondirective client-centered therapy with children. (O)
Pildes, S. & Moon, K. A. (2004). “Automatic for the people”: Client-centered couple and family therapy. Presentation at the annual conference of the Association for the Development of the Person-Centered Approach, Anchorage, Alaska. (O)
Brodley, B. T. (1993). Appendix & examples. In C. J. Topping, An equal prizing: Couple therapy from a client-centered perspective. Unpublished doctoral dissertation. University of Georgia. (R; O) .
March 11 Guest therapist demonstration and Discussion.SECOND TAPE & TRANSCRIPT WITH COMMENTARY DUE.
March 18 CCT andChronic Mental Illness and the significantly impaired
Required readings:
Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN)
Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN)
Recommended:
Prouty, G. (1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. (On reserve)
Prouty, G., Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (R)
Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed.), The Psychotherapy of the Psychoses (pp.285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (R)
March 25Person-centered groups Tape due.
Required readings:
Rogers, C. R. Can I be a facilitative person in a group? (CRR)
Bozarth, J. D. Non-directive person-centered groups. (EN)
Hobbes, N. (1951). Group-Centered Psychotherapy. Chapter 7 in CCT.
BRING TO CLASS FOR READING TOGETHER: Brodley email handout on group guidelines
April 1Similarities and differences between client-centered andexperiential psychotherapy
Required readings:
Gendlin, E.T. (1964) A Theory of Personality Change (available at
Gendlin, E.T. (1990) The small steps of the therapy process: How they come and how to help them come. In Client-centered and experiential psychotherapy in the Nineties. G. Lietaer, J. Rombauts & R. Van Balen (Eds.) Leuven, Belgium: Leuven University Press.
Brodley, B. T. (1997) Does early in therapy experiencing level determine outcome? Unpublished paper. (O)
Brodley, B.T. (1990). Client-centered and experiential: Two different therapies. In Client-centered and Experiential Psychotherapy in the Nineties. G. Lietaer, J. Rombauts, & R.Van Balen (Eds.) Leuven, Belgium: Leuven University Press. (R; O)
April 8CCT case conceptualization
Required reading:
Welsch, T. (2007) Person-centered case conceptualization (O)
Rogers, C. R. (1961) Ellen West—and Loneliness. (in CRR, pp. 157-168; R)
Shlien, John M. (1987/2003). A Countertheory of Transference. Person-Centered Review, 2 (1), 15-49. Reprinted in Shlien, J. M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (R)
April 15Multiculturalism & Diversity Issues
Required readings:
Brodley, B.T. (2004) Uncharacteristic Directiveness: Rogers and the ‘Anger and Hurt’ client. In Moodley, R., Lago, C., & Talahite, A. (Eds.) Carl Rogers Counsels a Black Client. (R; O)
Mier, S. & Witty, M. (2004) Considerations of race and culture in the practice of non-directive client-centered therapy. In Moodley, R., Lago, C., & Talahite, A. (Eds.) Carl Rogers Counsels a Black Client. (R; O)
Knopf, N.(1992). Working with gay couples. (O)
Witty, M. (2005). Nondirectiveness and the problem of influence. (EN)
April 22Final Tape & Transcript due. Paper reports.
April 29Course evaluation; Paper reports.
Doctoral Program in Clinical Psychology
Mission Statement
The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First Street, NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/Illinois School of Professional Psychology-Chicago Campus emphasizes the development of attitudes, knowledge and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
·The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse population of clients in need of such treatment.
·The development of mental health practitioners who understand the biological, psychological and sociological bases of human functioning.
·The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals.
·The preparation of mental health practitioners capable of expanding the role of psychologists within society.
·The education of psychologists capable of working with other disciplines as part of a professional team.
Master of Arts in Clinical Psychology
Mission Statement
The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills.
In addition the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.
December 3CCTand research; Client-centered supervision/consultationand advanced practice questions
THIRD TRANSCRIPT WITH COMMENTARY DUE
Required readings:
Bozarth, J. Beyond the watershed: The nascent evolution of non-directivity. (O)
Bozarth, J. D., Zimring, F. M., and Tausch, R. (2002). Client-centered therapy: The evolution of a revolution. In Cain, D. & Seeman, J. (Eds.) Humanistic psychotherapies: Handbook of research and practice (pp. 147-188). Washington, DC: APA. (O)
Raskin, N. J. (in press). Dilemmas of being a person-centered supervisor.
Kemp, C. (email handout of excerpts of Chicago School CRP)
Brodley, B. T. Considerations When Responding to Questions and Requests in Client-Centered Therapy. (adpca.org)
December 10th Last Class – Shared agenda & Course evaluation
Optional readings:
Levitt, B. & Brodley. It enlightens everything you do: Observing nondirectivity in a client-centered therapy demonstration. (EN)
Brodley, B. T. A Client-Centered Psychotherapy Practice Barbara Brodley. (adpca.org)
Disabililty Statement
It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
Academic dishonesty/plagiarism statement
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
Technology Statement
The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments.
Save this syllabus
Retain a copy of the syllabus as documentation of coursework that might be needed for licensure.
This page is to be turned in to your instructor. It will be held by your instructor until after the grade appeal time allotment.
Person-Centered Theory and Therapy - 8261 – PP8020 - C1
Spring 2007
I, ______, have read this syllabus and understand the course requirements.
Date:______