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Graduate Studies in Counseling

SYLLABUS

COUN 5103: THEORIES OF COUNSELING AND PERSONALITY Instructor and Contact Info:

Name: Jake Morris, Ph.D., LPC-MHSP Office: Ward 113 Phone: 615-966-6652 Email: jake.morris@lipscomb.edu Office Hours: Mondays: 1-2.30

Tuesdays: 12-2.00 Wednesdays: 11-2.30 Thursdays: 2-5

Fridays by appointment

Required Reading: Required Text: Corey, G. (2013). Theory and Practice of Counseling and Psychotherapy, (10th ed.). Belmont, CA: Brooks/Cole. ISBN number: 978-128-504-2992 *This includes the workbook American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author. Two additional books written by theorists. A list will be provided.

Course Objectives:

STANDARD OBJECTIVE LEARNING EXPERIENCE

ASSESSMENT

CORE II.G.1.A.

History and philosophy of the counseling profession

Chapter 2 Reading Reading from the Masters Papers

CORE II.G.2.A.

Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally

Chapter Readings Class discussions

Final Exam

CORE II.G.2.C.

Theories of multicultural counseling, identity development, and social justice

Chapter Readings Class discussions

Final Exam

CORE II.G.3.A.

Theories of individual and family development and transitions across the life span

Chapter Readings Class discussions

Reading from the Masters Papers

Final Exam CORE II.G.3.B.

Theories of learning and personality development, including current understandings about neurobiological behavior

Chapter Readings Class discussions

Reading from the Masters Papers

Final Exam

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CORE II.G.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 model of counseling

Chapter Readings Class discussions

Poster session Technique

Demonstration Final Exam

CORE II.G.5.E.

A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions

Chapter 14 Reading Class discussions

Poster Session Final Exam

CORE II.G.6.C.

Theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature

Chapter Readings Class discussions

Technique Demonstration

CMHC.A.1. Understands the history, philosophy, and trends in clinical mental health counseling

Chapter Readings Class discussions

Poster Session Reading from

the Masters Papers

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.

Chapter Readings Class discussions

Poster session Technique

Demonstration Final Exam

CMHC.C.9. Understands professional issues relevant to the practice of clinical mental health counseling.

Chapter Readings Class discussions

Poster session Technique

Demonstration

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.

Chapter Readings Class discussions

Poster session Technique

Demonstration Final Exam

Course Expectations:

A. Attendance Students are expected to attend every class, be on time, and have all readings and assignments complete. Please notify the professor in advance if possible about absences. After the first absence, excused or unexcused, points may be deducted from your final grade.

B. Class Schedule Disruption Policy Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-related or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or “late starts,” students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding “Lipscomb University,” not “David Lipscomb Campus

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Schools.” If the LU supervisor is unable to reach campus for weather related reasons, then an email will be sent to the class at least 1 hour prior to the normal start time.

C. Student’s Responsibility for Notification of Extended Absence In the case of individual absences, students should contact their instructor directly. However, students who find themselves in circumstances which would cause them to miss class for an extended period of time should contact your instructor immediately, and when necessary, Steve Prewitt, Associate Provost for Student Academic Support, (steve.prewitt@lipscomb.edu; 615-966-5804).

D. LU Code of Student Conduct Because Lipscomb’s primary mission is to integrate Christian faith and practice with academic excellence, integrity is important in this course. Your LU instructor will deal with each student fairly and honestly. As students, you are expected to do your own work on all assignments unless expressly indicated that collaboration is allowed on a specific assignment. Penalties for integrity violations will range from failure on the assignment involved to failure in the course. The instructor also reserves the right to report violations to members of the administration. For clarification, refer to the Graduate Student Handbook, University’s Code of Conduct (http://campuslife.lipscomb.edu/content.asp?SID=41&CID=306) and Academic Integrity Policy (http://academics.lipscomb.edu/content.asp?CID=5329&SID=12).

E. Instructional Strategies and Professor Policies: Instruction will consist of lecture, discussions, small group activities, demonstrations, and other supplemental activities. Students are responsible for all material covered and required readings, whether they are in attendance or not.

Professor Policies Participation: Together we are a learning community. You must be in class on time with readings

and assignments completed to make the most of this experience and contribute to others’ learning. While in class, you are expected to participate fully and respectfully. When you miss class, you miss the opportunity to learn from your peers, which cannot be made up. You also prevent your peers from learning from you. Part of appropriate participation is knowing when to speak, when to speak concisely, and when to be silent. Any absence, excused or unexcused, will result in a loss of participation points. Please notify the professor before missing class or as soon as possible.

Professionalism: Professional behavior and dress are expected at all times. You are responsible for knowing and adhering to the ACA ethical code. Use discretion and respect confidentiality.

Learning: You are expected to contribute to a safe learning environment. While it is perfectly acceptable (and welcomed) to disagree with the professor and peers, you must express your opinions respectfully. Condemning, hurtful or prejudiced comments will not be tolerated. Bullying will not be tolerated.

Confidentiality: Throughout the course of the semester, it is possible that students will share beliefs, ideas, or events from their own narratives that they do not wish shared. Feel free to share your own story or even your own reactions to things others say, but do not share others’ stories. The ability to respect confidentiality is essential to becoming a competent therapist.

Class Attendance: Class attendance is required. Missing more than one class may result in a loss of points.

Electronic Assignments: There are none. All assignments must be submitted in a paper format.

Late Assignments: Late assignments will be accepted, but you will only be able to earn 90% of the points available on that assignment. Assignments are considered late if not completed by the start of class on the due date.

Revising Assignments: Because I believe that mistakes are full of learning potential, you have the opportunity to revise and resubmit nearly any assignment to earn more points. The assignment will be re-graded and you will earn the higher grade. I also reserve the right to return assignments that are done poorly or do not follow the instructions for you to revise. I expect

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your best work, but your final work quality is your choice. An exception to this will be the final exam. There will be no opportunities for revision with the final exam.

Cell Phones: Cell phones are a distraction to you, your classmates and your professor (especially your professor). Please put them away during class time. I understand that at times you may need to be available by phone. If you need to take a call, step out into the hall to avoid disrupting your peers. If your phone rings in class, please silence it immediately. Texting is inappropriate except during breaks. If you urgently need to text, please step out in the hall or wait until a break. Distracting behavior may decrease your participation points. During breaks you may make phone calls and text if needed.

Laptops: Laptops can be a learning tool, but they can also be distracting for you, your classmates and your professor. If you need to bring your laptop for learning purposes, then feel free to do so. Checking email, playing games and social networking sites are inappropriate during class time; however, you may do so during breaks if needed. Distracting behavior may decrease your participation points.

Grades: You are responsible for you. My goal is that you will grow tremendously in your counseling knowledge, skills and confidence during this class. I am available to help you, and you are welcome to email, call or set up a meeting with me anytime you have questions. However, I do not “give” grades. The grade you earn is completely your responsibility.

Incompletes: As a rule, I do not do incompletes. Exceptions must be extreme cases. Therefore, you are expected to complete all course requirements by final exam time. The university policy is, “Incomplete grades should be assigned only if a student has been absent from class because of illness over an extended period of time or has missed the final exam (or its equivalency) for unavoidable reasons (prior notification and physician's excuse required whenever appropriate). Students who fail to turn in required work should not receive incomplete grades, but should be assigned letter grades that reflect the quality and quantity of their work completed during the regular semester.”

Faculty Evaluations: Faculty Evaluations will be administered during the last month of classes. You will be sent a reminder when the time comes. However, I welcome feedback about teaching strategies, assignments, or additional materials that would enhance your learning. Please feel free to be honest and sincere with feedback throughout the semester without concern about how it might influence the points you earn in class. It is my goal for you to have a great experience in this class, and I appreciate your input to help me provide that experience. Hopefully by abiding by the policies in this syllabus, there will be no surprises for you… and no surprises for me.

Final Exams: Final exams must be given in all regular classes. Final exams should be

comprehensive. No final may be given before the scheduled final exam period. Any deviation of times for exams within the final exam week must be approved by the registrar. A change in the announced time is possible only with unanimous approval of the class members and rescheduled within the final exam period. Late (make-up) exams may be administered at the discretion of each faculty member but should be limited to those students with verifiable illness or unavoidable conflicts. Final exam times are scheduled through the Registrar's Office and are listed on the Class Schedule - Spring Exam Schedule.

Special considerations

A. Academic Integrity and Honesty –Lipscomb University’s primary mission is to integrate Christian faith and practice with academic excellence. The professor will strive to deal with each student fairly and honestly. As students, you are expected to do your own work on all tests, labs, and assignments unless indicate that collaboration is allowed on a specific assignment. Penalties for integrity violations will range from failure on the assignment involved to failure in the course. The instructor also reserves the right to report violations to members of the administration. For clarification, refer to the University’s

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Code of Conduct and Academic Integrity Policy. B. Plagiarism – Plagiarism is using another person’s work as if it were your own. It is not acceptable in this

or any other course. In any written work, citations are expected, including page numbers if the work is directly quoted. Plagiarizing another person’s work, intentional or not, may result in a failing grade for the assignment, a failing grade for the course, or dismissal from the program.

C. Flexibility Clause – The requirements, assignments, policies, evaluation procedures, and other things listed in this syllabus are subject to change. Students’ experiences and needs, as well as emerging knowledge will be considered in modifying the course syllabus.

Students with Disabilities I am happy to accommodate student needs. Any students who, because of disability, need special services or resources, or who require modifications of assignments, instruction, or evaluation should discuss these with the professor at the beginning of the semester.

Assignments:

Assignment Description %

Reflection on

conference

Students will attend either the TKAS meeting in Bowling Green, KY

(9.30- 3.00 on 9/30) Treating Victims of Violence: An Adlerian

Approach to treating Trauma, or TCA in Nashville, TN (November 8-

11) and write a 2 page reflection.

10%

Weekly Quizzes A brief weekly quiz will be offered to insure that students are reading

and staying up to date. Quizzes are worth 10 points each. Only your

top 10 scores will be recorded.

10%

Reading from the

Masters

A reading list will be given in class. Select two books written by a

theorist studied this semester that interests you. Read completely,

and write a reflection paper for each. Other readings may be

acceptable with professor permission. (10% each)

20%

Mid-Term Exam A multiple choice mid-term exam will be given covering the chapters

taught to that point in the semester.

25%

Final Exam A comprehensive final will be given during scheduled exam time. 25%

TOD – Technique of the

Day

In groups of three, students will present a technique associated with

the theory of the week.

5%

1. Reflections on theory as learned in Continuing Education settings. – Hearing about these theories in

their original format is critical, however, hearing how they are understood and utilized in the modern world is also of benefit. Students will attend either the TKAS meeting in Bowling Green, KY (9.30- 3.00 on 9/30) Treating Victims of Violence: An Adlerian Approach to treating Trauma, or TCA in Nashville, TN (November 8-11) and write a 2 page reflection. Students are not required to attend the entire TCA conference, but are expected to attend at least 3 sessions that have theoretical underpinnings. Reflections are due November 30, 2017 at the start of class.

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2. Quizzes and Exams –The purpose of the quizzes and exams is to insure mastery of the content covered in class and in the text. An additional benefit is that they will help prepare you for National Counselor Exam (NCE). Quizzes and exams will either be in a T/F or multiple choice format.

3. Reading from the Masters – Select and read in their entirety two original works by major theorists from a list provided to you, preferably ones that relate to your personal theory of counseling. Other works may also be acceptable with prior permission from the professor. This is your learning opportunity, so choose wisely. You will submit a reflection paper in APA style and discuss the texts as applicable in class. An evaluation rubric is included. Below are the four questions that you need to answer in a reflective paper. Write as much as you need to answer the questions, but please be concise. There is not a specific page length because I don't want you to ramble to fill pages. As with all assignments, use this to enhance your learning. I will be looking for critical thinking skills, reflection and a deepening self-awareness in your answers, not a specific right answer. You do not have to agree with the theorist you have read or with what I have presented in class. In fact, I encourage you to think for yourselves. Do not summarize the text! I have read many of these books and do not need a refresher. I am primarily interested in what you are taking away from the reading. 1) Why did you select this work, and how did that compare with what you thought after reading it? 2) How do two or three of the theorists' ideas compare with what you think and believe? 3) Which portion of the theory was the most challenging for you and why? Most intriguing? 4) How did reading this work shape your own personal theory of counseling?

4. TOD – In groups of two or three, students will present a technique associated with the theory of the week. Each team will create a handout that will include 1) a brief synopsis of the technique; 2) associated

theory; 3) how the technique might be adapted for different demographic populations; 4) how the technique

could be adapted for other cultural populations; and 5) resources for learning more about this topic.

Students will also demonstrate the technique either live or through video.

Evaluation/Grading

Learning is the goal of this course, and the course requirements are designed to assess learning. Points will be earned on the basis of performance, and evaluation rubrics will be provided for most assignments. Students determine their grades and have the opportunity to revise most assignments. Final points earned by the student will translate into the following grades:

90-100% A 80-89% B 70-79% C 60 –69% D below 60% F

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Name: Score: _____

Rubric for Reading from the Masters

Inadequate (0-5 points)

Adequate (5-12 points)

Proficient (13-15 points)

Above & Beyond More than Proficient

(Bonus points)

APA Format Not in APA format Mostly APA formatting General APA formatting; Margins; Cover page;

Headers; Section headings; Reference page

Extras included but not required for assignment – abstract, more than one

reference

Selection of Work Missing one or more sections

Described why selected and how that compared after

reading it

Section answered the questions, but also demonstrated good personal reflection

Wow! Demonstrated high level of personal reflection

and professionalism together

Theorist’s Ideas Omitted or less than two ideas; inadequately

described

Two ideas described; Compared with personal

thoughts

Three ideas described and compared with personal

thoughts

Reflects higher order critical thinking skills of summary

and evaluation

Challenge and Intrigue Did not identify what was most challenging or

intriguing

Explained what was challenging and intriguing

and why so

Great description of what was challenging and what

was intriguing; demonstrated reflective

thinking

Excellent job comparing and contrasting; high level of

reflective response

Shape Personal Theory

Did not identify any facets of personal theory; did not

include how reading shaped personal theory

Identified parts of personal theory and how shaped by

this theorist

Insightful description of personal theory

demonstrates thinking about it and shaping of it

Whether the theorist changed personal theory or not, clearly demonstrated

thinking about and applying or reacting to theorist’s

ideas

Comments:

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Reading from the Masters Book List

Select two books. You may also use other books, as long as they are solely penned by a counseling theorist, with approval from the professor. The

following books are already approved.

Adler, Alfred -- Adlerian

What Life Should Mean to You

Understanding Human Nature

Social Interest. A Challenge to Mankind

Axline, Virginia – Humanistic with children

Play Therapy

Bandura, Albert – Behavioral

Principals of Behavior Modification

Social Learning Theory

Self-Efficacy: The Exercise of Self-Control

Beck, Aaron – Cognitive

Cognitive Therapy

Thinking and Depression: Idiosyncratic Content and Cognitive Distortions

Cognitive Therapy and Emotional Disorders

Beck, Judith – Cognitive

Cognitive Therapy for Challenging Problems

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The Beck Diet Solution: Train Your Brain to Think Like a Thin Person

Berg, Insoo Kim – Solution-Focused

Family Based Services: A Solution-Focused Approach

De Shazer, Steve – Solution-Focused

Keys to Solutions in Brief Therapy

Clues: Investigating Solutions in Brief Therapy

Ellis, Albert – REBT

Reason and Emotion in Psychotherapy

How to Make Yourself Happy and Remarkably Less Disturbable

How to Control Your Anxiety Before It Controls You

Enns, Carolyn Zerbe – Feminist

Gender Issues in Counseling

Feminist Approaches to Counseling

Frankl, Viktor – Existential

Man’s Search for Meaning

The Doctor and the Soul

The Unheard Cry for Meaning

Freud, Sigmund – Psychoanalytic

An Outline of Psychoanalysis

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The Interpretation of Dreams

The Ego and the Id

The Basic Writings of Sigmund Freud (Psychopathology of Everyday Life, the Interpretation of Dreams, and Three Contributions To the

Theory of Sex)

Glasser, William – Reality

Reality Therapy: A New Approach to Psychiatry

Schools without Failure

Counseling with Choice Theory

Jung, Carl – Psychoanalytic

Man and His Symbols

Memories, Dreams, Reflections

Miller, Jean Baker – Feminist

Toward a New Psychology of Women

Perls, Fritz – Gestalt

Gestalt Therapy Verbatim

In and Out of the Garbage Pail

Rogers, Carl – Person-Centered

On Becoming a Person

A Way of Being

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The Conditions of Change from a client-centered viewpoint

Rogers, Natalie – Person-Centered

The Creative Connection: Expressive Arts as Healing

Skinner, B. F. – Behavioral

Science and Human Behavior

Beyond Freedom and Dignity

White, Michael – Narrative

Deconstruction and Therapy

Maps of Narrative Practice

Narrative Means to Therapeutic Ends (co-authored with Epston, David)

Wubbolding, Robert – Reality

Understanding Reality Therapy

A Set of Directions for Putting and Keeping Yourself Together

Yalom, Irvin – Existential

Existential Psychotherapy

Satir, Virginia – Family Therapy

The New People Making

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Tentative Course Schedule

DATE TOPIC DUE

8/24 Review Syllabus, Course Requirements & Introductions New Student Orientation

8-31 The Counselor as a Person and Professional; Ethics Reading: Chapters 1- 3

ACA Code of Ethics

9-7 Psychoanalytic therapy

Technique 1:

Reading: Chapter 4

9-14 Adlerian therapy

Technique 2:

Reading: Chapter 5

9-21 Existential therapy

Technique 3:

Reading: Chapter 6

9-28 Gestalt therapy

Technique 4:

Reading: Chapter 8

Reading from the Masters Paper #1 Due

10-5 Person Centered therapy

Technique 5:

Reading: Chapter 7

10-12 Mid-Term

10-19 Behavioral therapy

Technique 6:

Reading: Chapter 9 pp. 244-286

10-26 REBT/CBT

Technique 7:

Reading: Chapter 10, pp. 287-324

11-2 Reality therapy

Technique 8:

Reading: Chapter 11

Reading from the Masters Paper #2 Due

11-9 No class – TCA or TKAS

11-16 Post-Modern Therapy (Family, Solution Focused, Narrative,

Feminist)

Technique 9 &10:

Reading: Chapters 13 & 14

11-23 Thanksgiving Break No class

11-30 Integration and Personalization Reading: Chapter 15 pp. 464-499

Reflection Paper Due

12-7 Final Exam

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