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.

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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 PhilosophyThis 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.

TextsRequiredGehart, 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

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American Psychological Association. (2010). Publication manual of the American Psychological Association, (6thed). Washington, D.C.: Author.

Instructional FormatThis 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: Psychodynamico 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 theoryo 15 min. Breako 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 ActivitiesDetailed 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 SheetsStudents 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

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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 PresentationsStudents 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.

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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 PaperStudents 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 RequirementCitations: Students will need to cite 5 original academic sources for the theory chosen

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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.

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Final ExamThe 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 AttendanceParticipation: 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.

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A+=Attend all classes; 1 tardy; and/or contributes meaningfully to class discussion weeklyA=1 tardy or one excused absence; and/or contributes meaningfully to class discussion weeklyA-=2-3 tardies; 1-2 absences; and/or contributes meaningfully to class discussion weeklyB=2 excused or 1 unexcused absences; and/or contributes to most discussions weeklyC=Greater number of absences/tardies; and/or does not contribute in 50% or less of classes

Evaluation of Learning

Students will be evaluated on their understanding of the material presented and on the quality of their participation. The final course grade will be determined by the following:Course Activity Value

Group Presentation 20%Theory Paper 30%10 Summary Sheets 10%Final Exam 25%Participation * 15%

Total 100%*[optional] May count for up to 100% of grade for serious conduct issues (e.g., failing to adhere to ACA Code of Ethics, department and university student Codes of Conduct, etc.)

Grading SystemA 100 point grading scale will be used for this course:

Points Grade Description95+ A+ Reserved for exceptional work; original thought; thorough development of

topic; free of technical and stylistic errors; well organized discussion.93-94.99

A Excellent handling of subject; insightful discussion of topic; well developed ideas; few technical or stylistic errors; well-organized discussion.

90-92.99

A- Skillful discussion; well developed ideas; few technical or stylistic errors.

88-89.99

B+ Skillfully addresses content; strong development of topic; some technical, stylistic, and/or organizational problems.

82-87.99

B Competently covers content; topic sufficiently developed; some technical, stylistic, and/or organizational problems.

80-81.99

B- Covers content with few errors; topic adequately developed; some technical, stylistic, and/or organizational problems.

78- C+ Some errors in content and/or a number of difficulties with technical,

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79.99 stylistic, and organizational aspects of paper; topic under developed.72-77.99

C Several errors in content and/or a number of difficulties with technical, stylistic, and organizational aspects of paper.

70-71.99

C- Numerous errors in content and/or a number of difficulties with technical, stylistic, and organizational aspects of paper.

60-69.99

D Serious difficulties with content and form.

Below 60

F Significant difficulty with content and form; paper/answer not responsive to assigned project. Unacceptable graduate-level work.

Note: Incomplete grades are available only for serious medical necessity.

Course Policies [Amend or Delete as Desired]

AttendanceStudents manifest their responsibility in the regularity and punctuality of their attendance. Since this course includes significant experiential components, attendance at each class meeting is mandatory. In cases of absence, any scheduled assignments are due to the professor at the beginning of class unless other arrangements have been made prior to that time. If you are absent from class, it is your responsibility to check online and with fellow classmates regarding announcements made while you were absent: this includes supplemental instructions related to assignments. You are responsible for and may be tested on any and all lecture materials presented in class that are not covered in your readings.

Due Dates and TimesDue dates are non-negotiable unless an extension is provided to the entire class. All written assignments are due during the first 15 minutes of class on the day they are due. ___ points will be deducted for papers that are turned in _____ late.

Requests for Extensions and IncompletesIncompletes and extensions to due dates on specific assignments will only be considered per University Policy, which stipulates grave circumstances, such as loss of an immediate family member, hospitalization, or severe illness.

Fostering ProfessionalismAs a course in a professional training program, students are expected to consistently demonstrate professional behavior. This includes but is not limited to:

Being on time: to class and with assignments Respectful interactions with students and faculty Proactive engagement in learning process and assignments Being organized and prepared Managing paperwork effectively

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Managing technology effectively (university has extensive computer, printing and internet support; use it in times of technical emergency)

Managing personal crises effectively Managing personal information (own and others’) appropriately

Students who have trouble in one or more of these areas may have their participation grade lowered and in severe cases may be referred to the department student affairs committee for further review.

Students with DisabilitiesIf you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternative formats, notify your course instructor within the first two weeks of class. Students interested in accommodations should contact the university’s office for students with disabilities; only this office can recommend and arrange for accommodations. No accommodations may be made without their approval. Any and all reasonable efforts will be made to accommodate your needs.

Policy on Cheating and PlagiarismCheating and plagiarism is a serious offense in a professional program and may result in expulsion from the program/university on a first offense. See the University Catalog for further information. Additionally, student should refer to the Ethics Codes of ACA for ethical guidelines regarding plagiarism. For a definition and examples of plagiarism, students can refer to the APA Publication Manual.

Tentative Schedule*

Date Topic Reading Assignment Due Suggested Paper Timeline

Week 1

Introduction to class and counseling theories

Gehart Ch. 1

Week 2

Introduction to Treatment planning

Gehart Ch. 2

Week 3

Psychodynamic theories Gehart Ch. 3

Week 4

Jungian Gehart Ch. 4 Study Sheet Due Write Vignette

Week 5

Adlerian theory Gehart Ch. 5 Tx Plan PresentationStudy Sheet Due

Skim Ahead to Choose Theory

Week 6

Person-centered theory Gehart Ch. 6 Tx Plan PresentationStudy Sheet Due

Find Resources at Library and Online

Week 7

Existential & Gestalt theory

Gehart Ch. 7 & 8

Tx Plan PresentationStudy Sheet Due

Read original sources for paper

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Week 8

Foundational behavioral & cognitive theories

Gehart Ch. 9 Tx Plan PresentationStudy Sheet Due

Case Concept

Week 9

Evidence-based CBTs: DBT and TF-CBT

Gehart Ch. 10 Tx Plan PresentationStudy Sheet Due

Case Concept

Week 10

Systemic theories Gehart Ch. 11 Tx Plan PresentationStudy Sheet Due

Treatment Plan

Week 11

Solution-based theories Gehart Ch. 12 Tx Plan PresentationStudy Sheet Due

Treatment Plan

Week 12

Postmodern theories Gehart Ch. 13 Tx Plan PresentationStudy Sheet Due

Complete final draft

Week 13

Feminist & multicultural theories

Gehart, Ch. 14 Tx Plan PresentationStudy Sheet Due

Proof Read; Swap with Friend

Week 14

Theory integration Gehart, Chps 15-16

Papers Due

Week 15

Final Exam

*The above schedule and procedures are subject to change in the event of extenuating circumstances.

SELECTED BIBLIOGRAPHYSee www.masteringcompetencies.com for suggested readings

List of CACREP Competencies Taught in this Class

The following are a list of CACREP 2009 competency-based standards that may be covered in part on the treatment plan with theory-based case conceptualization (included at top of rubric) assignment. Corresponding rubrics may be found on the Cengage website for this book or www.masteringcompetencies.com.

ADDICTION COUNSELING COMPETENCIESA. 5. Understands a variety of models and theories of addiction related to substance use

and other addictions.C. 2. Knows the models of treatment, prevention, recovery, relapse prevention, and

continuing care for addictive disorders and related problems.C. 3. Recognizes the importance of family, social networks, and community systems in

the treatment and recovery process. C. 4. Understands the role of spirituality in the addiction recovery process. C. 5. Knows a variety of helping strategies for reducing the negative effects of substance

use, abuse, dependence, and addictive disorders. C. 8. Understands the principles of intervention for persons with addictions during times

of crises, disasters, and other trauma-causing events.

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D. 1. Uses principles and practices of diagnosis, treatment, and referral of addiction and other mental and emotional disorders to initiate, maintain, and terminate counseling.

D. 2. Individualizes helping strategies and treatment modalities to each client’s stage of dependence, change, or recovery.

D. 3. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.

E. 1. Understands how living in a multicultural society affects clients with addictions.E. 2. Understands current literature that outlines theories, approaches, strategies, and

techniques shown to be effective when working with specific populations of clients with addictions.

G. 3. Understands the assessment of biopsychosocial and spiritual history.H. 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis

and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

I. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in addiction counseling.

CAREER COUNSELING COMPETENCIESC. 2. Understands theories, strategies, and models of consultation relevant to career

counseling.D. 1. Demonstrates the ability to identify and understand clients’ personal, family, and

cultural characteristics related to their career development.D. 3. Demonstrates the ability to support and challenge clients in preparing for and

initiating life-work role transitions, including the following:a. locating, obtaining, and interpreting sources of relevant career information and experience;b. acquiring skills needed to make life-work role transitions;c. examining life-work roles, including the balance of work, leisure, family, and community in their careers.

D. 5. Demonstrates the ability to establish and maintain a consulting relationship with persons who can influence a client’s career.

E. 1. Understands the role of multicultural issues in career counseling.E. 2. Understands the effects of racism, discrimination, power, privilege, and oppression

in one’s own life and career and those of the client.E. 3. Understands sociopolitical and socioeconomic forces that affect career opportunities

of ethnic and cultural minorities, such as immigration, racism, and stereotyping.E. 4 Understands the changing roles and responsibilities of women and men, and the

implications of these changes for employment, education, family, and leisure.I. 3. Knows basic strategies for evaluating counseling outcomes in career counseling.

CLINICAL MENTAL HEALTH COUNSELINGA. 1. Understands the history, philosophy, and trends in clinical mental health

counseling.A. 5. Understands a variety of models and theories related to clinical mental health

counseling, including the methods, models, and principles of clinical supervision.

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C. 1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society.

C. 5. Understands the range of mental health service delivery—such as inpatient, outpatient, partial treatment and aftercare—and the clinical mental health counseling services network.

C. 7. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning.

C. 8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders.

D. 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.

D. 2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.

D. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.

D. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

D. 7. Applies current record-keeping standards related to clinical mental health counseling.

E. 1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services.

E. 2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client.

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.

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

G. 1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans.

H. 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

H. 4. Applies the assessment of a client’s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care.

I. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling.

J. 1. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling.

J. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.

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K. 2. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care.

MARRIAGE, COUPLE, AND FAMILY COUNSEING COMPETENCIESA. 1. Knows the history, philosophy, and trends in marriage, couple, and family

counseling.A. 5. Understands a variety of models and theories of marriage, couple, and family

counseling.A. 6. Understands family development and the life cycle, sociology of the family, family

phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.

B. 2. Demonstrates the ability to select models or techniques appropriate to couples’ or families’ presenting problems.

C. 1. Understands issues of marriage, couple, and family life-cycle dynamics; healthy family functioning; family structures; and family of origin and intergenerational influences in a multicultural society.

C. 2. Recognizes specific problems (e.g., addictive behaviors, domestic violence, suicide risk, immigration) and interventions that can enhance family functioning.

D. 1. Uses preventive, developmental, and wellness approaches in working with individuals, couples, families, and other systems such as premarital counseling, parenting skills training, and relationship enhancement.

D. 2. Uses systems theory to conceptualize issues in marriage, couple, and family counseling.

D. 3. Uses systems theories to implement treatment, planning, and intervention strategies.D. 5. Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of

clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice.

E. 1. Understands how living in a multicultural society affects couples and families.E. 2. Recognizes societal trends and treatment issues related to working with

multicultural and diverse family systems (e.g., families in transition, dual-career couples, blended families, same-sex couples).

E. 3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective in working with diverse family systems.

F. 1. Demonstrates the ability to provide effective services to clients in a multicultural society.

F. 4. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse couples and families.

G. 1. Knows principles and models of assessment and case conceptualization from a systems perspective, including diagnostic interviews, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments.

G. 3. Understands the impact of addiction, trauma, psychopharmacology, physical and mental health, wellness, and illness on marriage, couple, and family functioning.

H. 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective.

H. 3. Determines which members of a family system should be involved in treatment.

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I. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in marriage, couple, and family counseling.

J. 1. Applies relevant research findings to inform the practice of marriage, couple, and family counseling.

J. 2. Develops measurable outcomes for marriage, couple, and family counseling programs, interventions, and treatments.

SCHOOL COUNSELING COMPETENCIESC. 1. Knows the theories and processes of effective counseling and wellness programs for

individual students and groups of students.C. 2. Knows how to design, implement, manage, and evaluate programs to enhance the

academic, career, and personal/social development of students. C. 3. Knows strategies for helping students identify strengths and cope with

environmental and developmental problems.C. 4. Knows how to design, implement, manage, and evaluate transition programs,

including school-to-work, postsecondary planning, and college admissions counseling.

C. 6. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention.

E. 1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning.

E. 2. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that impede—the academic, career, and personal/social development of students.

E. 4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.

F. 1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

G. 1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students.

G. 2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs.

H. 1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

H. 2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

I. 3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation).

STUDENT AFFAIRS AND COLLEGE COUNSELING COUNSELINGC. 1. Identifies the specific factors related to personal, social, educational, and career

planning and development appropriate for students in postsecondary education.C. 2. Understands individual and group dynamics related to advising, counseling,

instructing, mediating, and facilitating student opportunities in postsecondary education.

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D. 2. Demonstrates the skills necessary to facilitate the academic, social, and career success of postsecondary students.

D. 5. Demonstrates a general understanding of principles and models of biopsychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education.

D. 6. Participates in the design, implementation, and evaluation of programs that promote wellness, as well as prevention and intervention services for students in postsecondary education.

E. 1. Understands postsecondary student development in a multicultural society, including characteristics such as immigrant status, disability, extreme ability or talent, cultural background, spirituality, and family situation.

E. 3. Knows the sociopolitical and socioeconomic forces that affect all students. E. 4. Understands the effect of discrimination and oppression in postsecondary education.F. 4. Applies multicultural competencies to serve diverse postsecondary student

populations.F. 5. Addresses multicultural counseling issues as they relate to student development and

progress in postsecondary education (e.g., discrimination, power, privilege, oppression, values).

G. 1. Knows principles and models of assessment for postsecondary student development, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to referral or to the development of appropriate counseling treatment plans.

I. 3. Knows basic strategies for evaluating counseling outcomes and/or programmatic outcomes in student affairs and college counseling.

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