Note: Theories and Treatment Planning in Counseling and Psychotherapy may also be used with a traditional counseling theories text and/or with primary readings. Feel free to add additional resources to customize your course.
Course Syllabus
INTRODUCTORY SEMINAR ON
COUNSELING THEORIES
[course number]
[semester and year]
[course day and time]
Instructor:
Office:
Phone:
Email:
Office Hours:
Units:
Prerequisite(s):
Course Description
This course will introduce students to counseling theories using a learning-centered approach that emphasizes real world skills. Student will demonstrate their learning by developing theory-based case conceptualizations and treatment plans similar to those used in contemporary clinical practice and outlined in the CACREP 2009 standards (competencies listed at end of syllabus). Diversity, evidence-based approaches, and the research foundations will also be covered.
Course Learning Objectives
1. Write case conceptualizations using core concepts from a single counseling theory.
§ To be measured on the Case Conceptualization in the Group Presentation
§ To be measured on the Case Conceptualization on the Theory Paper.
2. Write professional quality treatment plans using a single counseling theory.
§ To be measured on the Case Conceptualization in the Group Presentation
§ To be measured on the Case Conceptualization on the Theory Paper.
3. Develop theory-specific techniques to address client concerns.
§ To be measured on the Case Conceptualization in the Group Presentation
§ To be measured on the Case Conceptualization on the Theory Paper.
4. Select appropriate and/or adapt counseling theories for application with diverse populations.
§ To be measured on the Case Conceptualization in the Group Presentation
§ To be measured on the Case Conceptualization on the Theory Paper.
5. Select an appropriate theory to address client concerns using the evidence base for counseling theories.
§ To be measured by the choice of theory for the Theory Paper.
§ To be measured on the Final Exam.
6. Distinguish major schools of counseling and psychotherapy theory and describe their basic premises, processes and techniques.
§ To be measured on the Final Exam.
Instructional Philosophy
This instructional philosophy used in this course and the primary text, Theory and Treatment Planning in Counseling and Psychotherapy (Gehart, 2013), include a learning-centered, outcome-based approach, which is briefly summarized below:
§ Learning Centered. A cross-disciplinary, constructivist pedagogical model, learning- or learner-centered education refers to designing educational curricula that focus on promoting active student learning of specific skills and knowledge. In this approach, learning is the focus of curriculum design; thus, student learning is frequently measured to determine whether students are meaningfully engaging the material. Students are active in this process, applying and using knowledge rather than trying to memorize or analyze it. Clearly defined learning objectives and criteria are used to facilitate student learning and democratize the student-teacher relationship. In this course, students will be learning theory using clinically relevant case documentation.
§ Outcome-Based: Closely related to learning-centered pedagogy, outcome-based learning refers to designing curriculum around the final learning outcomes or objectives. Rather than simply following the textbook chapter by chapter, the learning objectives drive the curriculum. In the case of this course, the learning objectives focus on learning aspects of theory that are relevant to everyday counseling practice. Thus, learning is measured using common clinical case documentation.
Texts
Required
Gehart, D. R. (2016). Theory and treatment planning in counseling and psychotherapy: A competency-based approach to applying clinical theory in practice (2nd ed.). Pacific Grove, CA: Cengage/Brooks-Cole.
Required Reference
American Psychological Association. (2010). Publication manual of the American Psychological Association, (6thed). Washington, D.C.: Author.
Instructional Format
This course will be conducted primarily as a seminar and will include experiential components. For this process to be successful, students are expected to participate fully by reading assigned materials, attending class, and participating in class exercises and discussions.
Suggested Organization of Class Time:
Most class periods will consist of a lecture, a 20-minute student presentation, and a video.
Example: Adlerian Counseling (3-hour course that meets weekly)
o 20 min. Student presentation of theory-based case conceptualization and treatment plan from prior week: Psychodynamic
o 10 min. Professor provides feedback and leads discussion about how to approach the case conceptualization and treatment planning.
o 45-60 min. Lecture on Adlerian theory
o 15 min. Break
o 60-75 min Video on Adlerian; This will be the “case” for whom the Adlerian group will develop a case conceptualization and treatment plan and present at the beginning of next week’s class.
Overview of Learning Activities
Detailed instructions for each activity are at the end of the syllabus
§ Study sheets: Total of 10
§ Group presentation of case conceptualization and treatment plan
§ Theory paper with case conceptualization and treatment plan
§ Final exam
§ Participation
Instructions for Learning Activities
Study Sheets
Students will develop study sheets for each of the 11 chapters on theories (Chapters 4-14); these will be due on the day of the lecture (e.g., the psychodynamic study sheet is due at the beginning of class on psychodynamic theory). Students will use these to prepare for the lecture, the final exam, and eventually their comprehensive exams (if applicable). These study sheets should be 3-5 typed pages long and may be in outline format or any format that best facilitates students’ personal learning; these will not be graded for content. Although this may seem like a laborious task, most students find these surprising helpful for deepening their understanding of the material: so, before you roll your eyes, try it—you might find it useful in the end! All students who do a reasonable job completing the 10 study sheets and turn them in on time will receive the grade of an A.
[Note to instructors: You may choose to alter the study sheets into an online format in which the focus is on implementing something from the chapter into counseling, such as]
Online blog posting
Students will post a 200-word response to each theory prior to the day of the lecture. Students should choose and discuss two elements from the reading/lecture that they would like to implement in counseling. Online postings will be due at _____o’clock on [the day before, the day after, ______] class. These [will/will not] be graded for content and are worth _____ points each.
Approximate time to complete: 1-2 hours
Educational Goals:
§ Encourage students to complete readings
§ Retention of material
§ Prepare for final exam
Group Presentations
Students will be divided into 9 groups. Each group will present to the class a Case Conceptualization and Treatment Plan based on the assigned theory.
§ A theory-specific case conceptualization based on examples in Theory and Treatment Planning in Counseling and Psychotherapy
§ A treatment plan from Chapter 2 of Theory and Treatment Planning in Counseling and Psychotherapy (blank templates available on the Cengage website for the textbook or www.masteringcompetencies.com).
§ The case conceptualization and treatment plan should address the issues raised in the video for the assigned theory.
§ Presentations should be no longer than 20 minutes.
§ Students must have PowerPoint overheads to facilitate class discussion.
§ Bring a printed handout of the case conceptualization and treatment plan for the instructor to provide written feedback.
§ Students will be graded using the CACREP rubrics available on the textbook’s website.
Approximate time to complete assignment outside of class: 8 hours.
Educational Goals:
§ Develop case conceptualization skills.
§ Develop treatment planning skills.
§ Apply theory to practical problems.
§ Demonstrate presentation skills.
§ Learn to work effectively in teams.
Extension Policy: Due to the tight scheduling, presentations cannot be rescheduled. Students should make every effort to be there. An alternative assignment will be given for excusable absences as defined in university and department policies.
Theory-based Case Study Paper
Students will develop an 8-10 page paper with a theory-specific case conceptualization with treatment plan for their theory of choice. Instructions are as follows:
1. Select Theory for Case Study: Students will choose one theory from the following:
Psychodynamic, Jungian, Adlerian, person-centered, existential, gestalt, cognitive-behavioral, systemic family counseling, solution-based, collaborative, narrative or feminist. Integrative is not an option for this assignment.
2. Vignettes: Students will write a brief, one-paragraph vignette for the case client using one of the following:
§ A personal life situation the student is comfortable discussing in the paper (students should choose a situation that is fairly well resolved for this exercise rather than a currently painful issues).
§ A case specified by the instructor (could be from video, a movie, etc.)
§ A case the student is seeing in a practicum experience (if available)
§ Any other source of vignette instructor finds appropriate
3. Case Conceptualization: Assess the client in the vignette using the “theory-specific case conceptualization template” from Theory and Treatment Planning in Counseling and Psychotherapy (2nd ed.). Students should feel free to go beyond the examples in the book to customize the conceptualization for their case study/clients.
[Note: The integrative case conceptualization from Chapter 16 can be used for a more standardized assignment; templates for this assignment may be found on the Cengage webpage for this book or www.masteringcompetencies.com.]
4. Treatment Plan: Develop a treatment plan using the form in Chapter 2 of Theory and Treatment Planning in Counseling and Psychotherapy (blank template available on the Cengage webpage for this book); the rubric in the textbook will be used to score the assignment. Each treatment plan should be designed using a single theory, e.g., solution-focused, psychodynamic, Jungian, etc.
Optional Requirement
Citations: Students will need to cite 5 original academic sources for the theory chosen for the treatment plan (must be academic articles or books—online web and wiki pages will not count towards this total). Templates for this assignment may be found on the Cengage webpage for this book or www.masteringcompetencies.com.
One Last Hint: Make sure you choose a theory that is a good fit for treating the presenting problem you choose. You will find certain problems lend themselves to certain theories.
Approximate time to complete: 30-40 hours depending on understanding of material and writing ability.
Grading: Students will be graded using the CACREP rubrics available on the textbook’s website.
Educational Goals:
§ Develop familiarity with a theory of interest
§ Apply concepts studied in class to actual case situations
§ Develop assessment skills
§ Develop treatment planning skills
§ Begin to develop a sense of your personal approach to counseling
§ Provide opportunity for personal growth and reflection
Extension Policy:
[Insert your extension policy here]
Format Instructions
All assignments must be typed in accordance with the current edition of the APA Publication Manual. Additionally, students should use the following guidelines:
· The papers must be double spaced in 12 point Garamond, Times Roman, or similar font. Use 1.5 inch margins on all sides; this is to ensure that everyone has a similar understanding of “one page.”
· Students are encouraged to use headers to structure their papers. Please use the format for two levels of headers; bolding may be added to level one and italics are required for level 2.
· Papers must be stapled; no binders or plastic covers will be accepted. Please note, the cover page and bibliography are not included when counting paper length.
· Use full APA coversheet format; no additional information should be added (e.g., class number, professor name, etc.)
All writing submitted to the professor should be a final draft, free of spelling, grammatical, stylistic, and typographical errors. Students are encouraged to allow ample time for writing, keeping in mind the frequency of computer glitches. Writing Between the Lines by Doug Flemons (text may be ordered through the bookstore or Amazon.com) is an excellent resource on formal writing style in the social sciences. Students who would like extra assistance should make use of additional university and program writing resources: specify.
Final Exam
The final exam is designed to be a culminating experience for the class to solidify the knowledge that has been presented over the course of the term. The exam will be multiple-choice and cumulative, in the hope that it will give students some preparation for the licensing exam.
Approximate time to complete: 10 hours of studying in addition to hours preparing study sheets.
Educational Goals:
§ Provide opportunity to review and integrate materials
§ Provide opportunity to improve test taking skills
§ Practice for licensing exam
Extension Policy:
Strict adherence to university’s final exam policy.
Participation and Attendance
Participation: This portion of the grade covers regular and prompt attendance as well as the quality of student participation in classroom exercises and discussion. Additionally, this grade will also be determined by the student’s professional conduct and attitude, which should reflect an understanding of professional ethics codes, such as those set forth by ACA. Students with more than one excused absence or any non-excused absence will have points deducted from this grade; the percent deduction will be determined by the reason for absence and the student’s manifested responsibility regarding the absence.
Professionalism: As a course in a professional training program, students are expected to consistently demonstrate professional behavior; this is counted toward your participation grade. This includes but is not limited to:
§ Being on time: to class and with assignments
§ Respectful interactions with peers and faculty
§ Proactive engagement in learning process and assignments
§ Being organized and prepared
§ Managing paperwork and technology effectively
§ Managing personal crises effectively
§ Managing personal information (own and others’) appropriately
Note: Serious problems with professional conduct will increase the weight of the Participation grade to up to 100%; students in this situation will be referred to the Student Conduct Review Committee and may be withheld or removed from the program due to serious conduct concerns. [optional]
To receive the participation grade below, you must adhere to “Professionalism” expectations listed above, participate actively and constructively in class (providing at least content-based comment or question each week; avoid dominating class time or tangential topics), adhere to professional ethical codes of conduct, and in general contribute positively to class culture.