Textbooks can be purchased though the MBS bookstore
Additional Resources: • American Psychological Association (2001). Publication manual of the American Psychological Association (5th Ed.). Washington, DC: American Psychological Association.
• American Counseling Association (1997). ACA Code of Ethics & Standards of Practice. Alexandria, VA: American Counseling Association.
• Corey, G. (2005). Theory and practice of group counseling, 6th Edition. Belmont, CA: Wadsworth.
• Frankl, V. (1997). Man's search for meaning. Pocket Books.
• Rogers, C. & Kramer, P.D. (1995). One becoming a person: A therapist's view of psychotherapy. Mariner Books.
Metropolitan District of Washington Park Site: http://www.park.edu/virginia
Park University Library: http://www.park.edu/library/index.asp
The Link to E-companion: www.parkonline.org
Quantico Marine Corps Base Family Library: http://www.quantico.usmc-mccs.org/quanticolibrary.htm
Fort Myer Post Library: http://fmmcmwr.com/librarymyer.htm
Course Description: Explores the major schools of psychotherapy. The course includes an extensive use of actual case studies. Pre-requisites: PS101, PS401 or PS315 and junior or senior standing. 3:0:3
Educational Philosophy: I believe the ideal classroom is one where students add their own ideas to discussions, debate and challenge their fellow students, and actively think through the concepts being discussed. I learn so much from my students and I know they learn a lot from each other as well.
Learning Outcomes:Upon successful completion of this course, students at a minimum will be able to answer the following questions:
1. You will be able to describe the major schools of psychotherapy.
2. You will be able to compare and contrast the premises of each school of psychotherapy.
3. You will be able to explain the process of psychotherapy.
4. You will be able to apply the theoretical perspectives covered in class to case studies.
Course Assessment: Students are expected to participate in small group discussions and small group practical assignments. There will be two examinations, several short out-of-class written assignments, one paper described below, and several in-class assignments including group work. Class attendance is particularly important for success in this course given the number of in-class practical assignments.
i). Exams: There will be a midterm and a final exam.
ii). In-class assignments: These will be designed to provide you with the opportunity to work in groups and apply the concepts we are learning about. An example is the use of case studies to understand a theoretical approach.
iii). Out-of-class assignments: Throughout the term you will be asked to complete short written exercises that will help you learn the concepts and prepare for the exams.
iv). Counseling Theory Application Paper – The goal of this assignment is for you to develop a deeper understanding of one of the theories we will discuss. You will select a theory that interests you, write a summary of the key elements of that theory and apply that theory to a particular area of counseling. For example, Adlerian theory has been applied to parenting skills. This paper should be approximately 5-8 pages in length. More details will be given in class about the exact questions you can use to guide your writing.
Grading: Midterm and Final = 60% of overall grade
Paper = 25% of overall grade
Assignments = 15% of overall grade
93-100% = A
83-92% = B
73-82% = C
63-72% = D
Below 63% = F
Late Submission of Course Materials: If an in-class individual/group assignment occurs during an excused absence, the instructor may substitute a written assignment in place of the original assignment, in order for the student to make up any missed points. The option to make up points, the assignment topic, and due date will be determined by the instructor. Five points will be deducted for each day an assignment is late.
NOTE: Only extraordinary circumstances warrant a student's being allowed to make up a missed mid-term or final examination. It is the student's responsibility to contact the instructor before the scheduled exam or by the end of the first working day after the day of a missed exam to request permission to take a make-up exam. In the process of determining whether a make-up exam should be allowed, the burden of proof is on the student. The instructor has the right to request verification of any excuse offered by the student. The student who is denied permission to take a make-up exam may appeal immediately to the Academic Director or the Resident Center Administrator. The appeal must be made by the end of the first working day after the day of denial. The appeal will be forwarded immediately to the Assistant VP for Extended Learning whose decision will be final.
Classroom Rules of Conduct: The main component of this course will be lecture; however I do expect relevant class discussions. I expect each student to be actively involved, contributing to discussions. In order to facility this, you must read the assigned chapters before class.
Finally, if you are late for class or have an excused absence, it is your responsibility to find out what you may have missed. Ask one of your fellow students before coming to me - this will prevent a lot of repetitive information being given in class.
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. <a href="http://www.park.edu/catalog">
Park University 2004-2005 Undergraduate Catalog</a> Page 101
Instructors are required to maintain attendance records and to report absences
via the online attendance reporting system.
Park University 2004-2005 Undergraduate
Catalog Page 100
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:
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