Spring 2014, CPY 530 Theories of Personality, Sanabria

Course: CPY 530: Theories of Personality

Course Schedule: Spring Semester 2015

Wednesday 4:00 – 6:30 pm (CSS 226)

Instructor: Samuel Sanabria, Ph.D., LMHC, NCC

Office: CSS 238

Phone: (407) 646-2352

E-mail: ssanabria@rollins.edu

Office Hours: Wednesday 1 – 3:30

Thursdays 1 – 3:30

By Walk-in or Appointment

Course Description: This course examines the major theoretical approaches to personality development and focuses on various personality theorists from traditional to modern. Furthermore, this course reviews theories, dynamics, and processes of personality as well as demonstrates how various modes of practice relate to theory. Course Structure: This course will be presented using a variety of teaching modalities. Some course content will be presented in a traditional lecture format. In addition, students can expect class discussion, experiential learning, and enactment of counseling skills and strategies related to the theories studied. Students should expect to actively participate in class and work collaboratively with their fellow counselors-in-training in developing a working knowledge of current counseling theories. Order of Class Activities:

1) Chapter Quiz 2) Theory Discussion and Review 3) Group Activity 4) Videos and Practice

Course Goals and Objectives: Upon successful completion of this course, a student will be able to do

the following:

1) II.CMHC-A.5. Understands a variety of models and theories related to clinical mental health counseling, (including the methods, models, and principles of clinical supervision= for PSY 680 & 695)

2) II.CMHC-E.3. Understands current literature that outlines theories, approaches, strategies, and techniques

shown to be effective when working with specific populations of clients with mental and emotional disorders.

3) II.CMHC-F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.

Spring 2014, CPY 530 Theories of Personality, Sanabria

4) II.5.d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal

5) Gain a working knowledge of historical development of counseling theories and current, research based models of counseling consistent with current professional research and practice in the field including an exploration of affective, behavioral, and cognitive theories.(CACREP Section II K 5.c

6) Understand the derivation of therapies from these theories. 7) Begin to apply these theories and therapies to the counseling process. 8) Gain depth and fluency in working with one particular theory. (CACREP Section II K 5.c) 9) Evaluate the application of these theories and therapies with culturally diverse clients. 10) Compare these theories and evaluate them in regard to the research literature, applications, and

personal style.

Required Texts: Day, S. X. (2008). Theory and design in counseling and psychotherapy. (2nd Ed.). Boston, MA: Lahaska Press. ISBN: 0-618-80145-6 $110. Corey, G. (2013). The art of integrative counseling. (3rd ed). Cengage. ISBN: 978-0840028631 $23.49 Recommended Texts: American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th Ed.). Washington, DC: Author. ISBN 1433805618

Additional Reading:

Articles related to the week’s discussion will be posted in Blackboard. See schedule below for the assigned readings. Required Assignments and Learning Experiences

Theory Quizzes Students will take weekly theory quizzes on assigned chapters at the beginning of class. There are a total of 7 theory quizzes for the semester.

Theoretical Application Cases

Written Assignment Students will receive a brief case study on a popular cultural figure and will be asked to develop a minimum of a two page therapeutic dialogue between the student, as counselor, and the subject of the case study. With each case study the student will demonstrate understanding of a particular technique or two from the assigned theory. These will be take home assignments. Video Demonstration Students will partner up and record a one hour video demonstration of the application of a given theory. One student will role play the client and the other will role play the counselor. Each student will take a half an hour turn playing the counselor before switching roles. The video submission must be visually and audibly clear. Further instructions will be provided by the instructor in class.

Spring 2014, CPY 530 Theories of Personality, Sanabria

Each student will turn in a minimum of a one page summary critiquing your session. Start by introducing the scenario and the technique being demonstrated and then move into providing your feedback on what you did well on and what you could improve on.

Research/Position Paper Guidelines

The research paper on your preliminary theory of counseling is part of a developmental process beginning in CPY530. You will build on your theory in further courses and finalizing it by the end of your Internship experience (PSY 680). In practicum (PSY 680) you will write your first edition of “My Theory of Counseling” paper and then write the final edition during your internship course (PSY 695), a requirement for graduation. For this paper you are to begin conceptualizing your approach to counseling by integrating concepts, principles, and interventions from various theories. Select two or more of the major theories that personally resonate with you and write a 10 page (maximum) integrative paper. This paper should be a well-researched and scholarly. Do not just restate the information in our textbooks. Utilize at least 7 outside resources (original source materials, seminal articles by the founder, etc.). Do not rely on review articles from the internet. The paper will generally consist of two parts to each section. (1) As you discuss your theory, (2) explain to the reader why this approach resonates with you, that is, why you think this approach fits your personality and personal style. Questions within the parentheses below will help guide you in both. This paper should be outlined, with subheadings, in the following manner (8-10 pages):

1) Introduction: Introduce your theories and personal approach to counseling. 2) Personality Development: How do you define personality? What shapes personality?

Include internal and external factors (social, biology/genetics, political, ecological, cultural, relational, etc.)

3) The therapeutic process: What is the role of the therapist, client, and what are the essential characteristics of the therapeutic relationship? How do you create a therapeutic alliance? What is the impact of culture in the therapeutic relationship? What are the goals of your theoretical approach?

4) Counseling Theory: Specific therapeutic procedures/techniques, and methods would you incorporate to reach your goal and why? Do you apply a directive or nondirective approach? Do you focus on past, present and/or future? Do you focus on affect, behavior, and/or cognition? How would you modify your approach to fit your client’s needs and culture?

5) Key theoretical assumptions/beliefs: How does your approach fit with your view of human nature, your personality/personality development, life experiences, your culture and ethnic background, your beliefs and values?

6) Evaluation and critique: What are the strengths and limitations of your approach? Any needed adaptations for culturally diverse populations?

7) Conclusion

Utilize the APA style guide to organize and document your paper and references. o Subheadings in APA format are required o Points will be deducted from your paper if this format is not followed.

Spring 2014, CPY 530 Theories of Personality, Sanabria

Carefully proof your paper for spelling, grammar; and flow, papers will be marked down for frequent errors.

Contemporary Theory Presentation

You final project will be focused on: Contemporary Approaches to Counseling. In a small group (Groups of 3 – 4 students – your group cannot be composed of individuals you worked with for presentations in the spring and summer 2012 semester. This may be difficult to do, but please work on creating this project with peers you have not worked with in the past) you will select one contemporary counseling approach (with your instructor’s approval) and give a presentation and provide a two-page resource handout for your peers. Selections are first come first serve and you must have your group picked out to select your topic. This will be a 40 minute maximum presentation which will include the following:

A. Introduction: Reason for choosing approach B. Overview of the theory: Background information (when and how did it originate?, Who

originated?), basic tenants, techniques used, etc. C. Goal of this approach. D. Intended population: how does this approach best serve this population? E. Case study and technique demonstration F. Critical analysis of approach: Strengths and weaknesses G. Training information or other resources

See Appendix A for ideas of Counseling Approaches Please supply a 2 page handout to your peers (please try to photo copy this front and back) Page #1 – create a one-page quick reference for counseling approach Page #2 – create a resource list that includes books, articles, and websites ***All references should be cited and acknowledged throughout this assignment and you are required to use more than your text books for this presentation ***Everyone in the group is expected to contribute to the production of this presentation. If you feel that not all members are contributing equally to the development of your presentation, please attempt to resolve this within the group first. If the group is unable to resolve the issue then please notify the professor. It will be expected that all members of the team work together to resolve any conflicts. ***I encourage you to be creative! Feel free to use multimedia, role-plays, and any interactive method to present a quality, and perhaps even an entertaining presentation to capture the attention of your peers and professor

Class Attendance/Participation

Attendance at each class meeting is considered a professional obligation and expected. If for some reason you cannot attend a class meeting, you are expected to notify the instructor, when possible, prior to the class. Students are responsible for all assignments, lectures, announcements, and class discussions even when not present. Failure to follow this procedure or missing class could result in the lowering of a final grade. Your final grade will be lowered one half of a letter grade for each unarranged absence (half a letter grade = about 4 points), and

Spring 2014, CPY 530 Theories of Personality, Sanabria

one letter grade for more than two absences (which may require repeating the course). Chronic tardiness will also result in the lowering of a final grade (2 equal 1 absence). Class will start on time and time agreements for class breaks will be honored. Absences cannot be “made up” due to the experiential nature of the course. Not all assigned readings will be reviewed in class; students are responsible for asking questions about material they do not understand.

Penalty for late work: Students will forfeit a half a letter grade for each day an assignment is turned in beyond the announced deadline.

Class Participation will be graded on appropriate professional participation in all of the following:

Attendance at all class meeting times

Completing all assigned readings prior to class

Participation in class discussions

Participation in all in-class assignments

Any additional homework assignments

Participation in all parts of class role-plays and treatment teams to further the experiential component of the course

Appropriate professional participation in all of the above criteria o Professional participation includes students refraining from texting or use of

phones, personal use of laptop computers, side conversations, passing notes, etc. If this behavior is witnessed by the professor, it will not be brought to the student’s attention and the student will find a reduction in their overall semester grade.

Method of Evaluation and Grading:

Activity Maximum Points Points Earned

Theoretical Application Cases/Videos 35 Theory Paper 20 7 Quizzes Theory Presentation

35 10

Total Possible Points

100 Points

Final Grades will be based on a point accumulation basis. Points will be converted in a percentage score based off earned points vs. total points. Your Final Grade can only be rounded up greater than or equal to .5. Hence a 93.5 will earn a grade of “A” and a 93.4% will earn a grade of “A-“.

A = 94 – 100 % of total points A- = 90 – 93% of total points

B+ = 87 – 89% of total points B = 84 – 86% of total points B- = 80 – 83% of total points

C+ = 77 – 79% of total points C = 74 -76 % of total points C- = 70 – 73% of total points

Policies and Procedures:

Format Guidelines Unless otherwise indicated, all assignments should be written in accordance with APA style 6th Edition. Specifically, assignments should:

Spring 2014, CPY 530 Theories of Personality, Sanabria

Contain an APA-style cover page

Be typed, double-spaced , with 1” margins, and in 12-point Times New Roman Font

Contain citations and references formatted according to the APA Publication Manual (6th ed.) guidelines

Adhere to page length, formatting, and content guidelines – cover pages and reference pages may not be counted toward fulfilling the required page length (unless otherwise noted). Incorrectly completed assignments will be evaluated as such.

Any additional format guidelines presented by the APA 6th edition publication manual

Points will be deducted from the grade if this style format is not followed. To avoid penalty, please assume an abstract, a reference page, and correctly formatted citations are required!

E-mail and Blackboard

All e-mail communication and dissemination of information from the professors will be via your Rollins e-mail account. Students are responsible for checking this account. This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reading materials, course updates and other information and resources

Confidentiality

In order to provide safety for individuals in the class and to protect the confidentiality of class members, students are expected refrain from discussing all information shared outside of class. Attending this class signifies a contract to respect one another's vulnerabilities. A classmate’s personal information or disclosures should be treated with all the obligations and standards of professional confidentiality. Avoid discussing specific information outside of class unless you are speaking directly with the person who was involved in the exchange.

Respect for Individual Differences

The Graduate Studies in Counseling program endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of differences among individuals. We do not expect all graduates of our program to think the same way, but we do expect that while they are students they will be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and world views are different from their own.

Self Disclosure

Although it is likely that you will be asked to disclose thoughts and feelings that are personal in nature in class, please remember that you are in charge of what you choose to disclose in front of classmates. You do not have to reveal any information that you choose not to reveal. I consider confidential any information that you disclose within your journals and papers or privately in conversations with me. Many students completing this class are emotionally impacted by the experience. Please feel free to consult with me along the way if you need further clarification or to process your experiences.

Spring 2014, CPY 530 Theories of Personality, Sanabria

Instructor Availability

If, at anytime, you wish to discuss any issue related to the class with me, particularly those related to your performance in this class, please do not hesitate to contact me. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class. E-mail is the best method for reaching me.

Incomplete Policy

Students who are unable to complete course requirements within the time limitations of the semester are responsible for initiating and working out an arrangement with the professor prior to the end of the term in order to receive an “incomplete.” An agreed upon plan for completion must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following term, the grade will turn into an “F.” The contract can be located on the counseling program website (see “Forms and Publications” link).

Academic Honor Code

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

Material submitted electronically must also contain the pledge implying compliance with the code.

Students with Disabilities

Spring 2014, CPY 530 Theories of Personality, Sanabria

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289.Appointments can be scheduled by calling 407-646-2354 or email: gridgeway@rollins.edu.

Classroom Courtesy

Cell phone and beepers: Students are required to turn off cell phones or beepers while in the classroom. If an emergency situation exists which requires you to be contacted immediately, you are expected to discuss the situation with the professor prior to the beginning of class presentation. In-class use of Laptop Computers: Students are permitted to use laptops in class for note taking purposes only. Other uses of laptops are distracting to fellow students and are not permitted. Students found using laptops for other purposes will not be permitted to use laptop computers in class. Talking to fellow students: Students are expected to refrain from talking while formal instruction or student presentations are being presented. Professional behavior: Students are expected to demonstrate professionalism in the classroom in relation to classroom interactions and dynamics.

Final Grades may be reduced for not following the above “Policies and Procedures”

The instructor reserves the right to modify the schedule and grading policy as needed

Spring 2014, CPY 530 Theories of Personality, Sanabria

Spring 2013 Tentative Course Schedule: CPY 530 Theories of Personality

Date Topics and Reading (Students are responsible for readings in bold)

Due

1/21 Personal Introductions, Introduction to Course & Review of Syllabus, Selective Theory Sorter (STS) Day Ch. 1: Effective Ingredients of Counseling and Psychotherapy Ch. 2: Theory and Case Analysis Corey Ch. 1: Beginning Counseling Ch. 2: The Therapeutic Relationship

1/28 Day Ch. 3: Ethics in Psychotherapy, Counseling and Research Ch. 4: Elements of Culture, Gender, and Diversity in Counseling and Psychotherapy Corey Ch. 3: Establishing Therapeutic Goals Ch. 4: Understanding and Addressing Diversity

2/4 Day Ch. 5: Psychoanalytical and Psychodynamic Approaches Roland (2005) Maat, et al. (2009)

- Quiz #1

2/11 Day Ch. 6: Adlerian Psychology Portrie-Bethke, Hill, & Bethke (2009)

-Quiz #2 Adlerian - Psychoanalytical Case Study

2/18 Day Ch. 7: Humanistic, Person-Centered Approaches Corey Ch. 7: Emotive Focus in Counseling Ch. 5: Understanding and Working with Resistance Buhin & Vera (2009) Edward & Lambie (2009)

- Quiz #3 PCT - Adlerian Case Study

2/25 Day Ch. 8: Existential Theory and Related Therapies Klem, Owens, Ross, Edward, Cobia (2009)

- Quiz #4 Existential - Humanistic Team Video

Spring 2014, CPY 530 Theories of Personality, Sanabria

3/4 Spring Break

Spring Break

3/11 Day Ch. 9: Gestalt Therapy Yontef (2007)

- Quiz #5 Gestalt - Existential Case Study

3/18 Day Ch. 10: Behavioral Therapies Corey Ch. 8: Behavioral Focus in Counseling Smith & Smith (2004)

- Quiz #6 Behavioral - Gestalt Team Video

3/25 Day Ch. 11: Cognitive-Behavioral Therapies Corey Ch. 6: Cognitive Focus in Counseling Ch. 9: An Integrative Perspective Leahy (2008) Veale (2010) Jusoh, Mahmoud, & Ishak (2008)

- Quiz #7 Cognitive Behavioral - Behavioral Team Video

4/1 Role-playing Weigel 7 Baker (2010)

- Cognitive-Behavioral Team Video Class role plays

4/8 Feminist Therapy Sharf (1996)

4/15 Day Ch. 14 Integrative Innovations: Trans-theoretical, Cognitive-Interpersonal, and Multimodal Approaches Corey Ch. 11: Understanding How the Past Influences the Present Ch. 12: Working Towards Decision and Behavioral Change Ch. 13: Evaluation and Termination Retake the Selective Theory Sorter (STS)

- Integrated Theory Research Paper Due

4/22 Class Presentations on Contemporary Theories

4/29 Class Presentations on Contemporary Theories

Spring 2014, CPY 530 Theories of Personality, Sanabria

Syllabus and Schedule Subject To Change

Spring 2014, CPY 530 Theories of Personality, Sanabria

Recommended Readings

American Psychological Association. (2002). Ethical principles of psychologists and code of

conduct. Retrieved on November 13, 2003, from http://www.apa.org/ethics/code2002.html

Beck, A. T. (1995). An interview with a depressed and suicidal patient. In D. Wedding & R. J.

Corsini (Eds.), Case studies in psychotherapy (2nd ed., pp. 116-134). Itasca, IL: F. E. Peacock.

Brooks, R. and Goldstein, S. (2004). The power of resilience. New York, NY: McGraw Hill.

Figley, C. (Ed.), (2002). Brief treatments for the traumatized Westport, CT: Greenwood Press.

Lazarus, A.A. (1993). Tailoring the therapeutic relationship, or being an authentic chameleon.

Psychotherapy, 30, 404-407.

May, R. (1995). Black and impotent: The life of Mercedes. In D. Wedding & R. J. Corsini

(Eds.), Case studies in psychotherapy (2nd ed., pp. 136-148). Itasca, IL: F. E. Peacock.

McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and

Freedom, pp. 10-12.

National Center for Cultural Competence. (2002). Promoting cultural competence and cultural

diversity in early intervention and early childhood settings. Retrieved on May 25, 2005, from

http://gucchd.georgetown.edu//nccc/nccc7.html

Rigazio-DiGilio, S. A. (1993). Family counseling and therapy: Theoretical foundations and

issues of practice. In A. E. Ivey, M. B. Ivey, & L. Simek-Morgan (Eds.), Counseling and

psychotherapy: A multicultural perspective (pp. 333-358). Boston: Allyn & Bacon.

Rogers, C. R. (1980). A way of being (pp. 5-26). Boston, MA: Houghton Mifflin.

Slater, L. (2003, November, 2). The cruelest cure. New York Times Magazine, 34-37.

Slattery, J. M. (2004). Counseling diverse clients: Bringing context into therapy (pp. 135-165).

Pacific Grove, CA: Brooks/Cole.

Three Rivers, A. (1991, September/October). Race: Cultural etiquette: A guide. Ms, 42-43.

Yi, K. Y. (1998). Transference and race: An intersubjective conceptualization. Psychoanalytic

Psychology, 15, 245-261.

Spring 2014, CPY 530 Theories of Personality, Sanabria

Appendix A

This is not an exhausted list of therapeutic approaches. You are free to choose another theory

with instructor’s approval.

Acceptance and Commitment Therapy

Adventure Therapy

Art Therapy/Music/Drama

Attachment Therapy

Body Based Psychotherapies (Mind Body or Somatic Therapies)

Brief Therapy

Buddhist Therapy

Cognitive Analytic Therapy

Coherence Therapy

Dialectical Behavior Therapy

Dreamwork

Dyadic Developmental Psychotherapy

Eye Movement Desensitization & Reprocessing Therapy

Humor Therapy

Hypnotherapy

Imago Therapy

Internal Family System

Interpersonal Psychotherapy

Mindfulness Based Cognitive Therapy

Multimodal Therapy

Narrative Therapy

Neurofeedback Therapy

Play Therapy

Positive Psychology

Reiki Therapy

Solution Focused Therapy