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PS 402 Systems of Psychotherapy
Onick, Robert L.


Syllabus PS 402 Systems of Psychotherapy
Onick, Robert L.

COURSE SYLLABUS

Course Number: PS402
Course Title: Systems of Psychotherapy
Spring I 2006: Jan. 3 - Feb. 23, 2006
Meeting Times: Tues. & Thurs.
7:40 - 10:10 p.m.
Site: Ft. Bliss, Texas
Instructor: Bob Onick, M.Ed., L.P.C.
Phone: (915) 821-0660

I. Course Description: Explores the major schools of psychotherapy. This course includes an extensive use of actual case studies. Prerequisites: PS 101, PS 401 and junior or senior standing.

II. Goals of the Course: To provide the student with a conceptual (and experiential, whenever applicable) examination and inquiry into basic principles of contemporary counseling models (both therapeutic and non-therapeutic).

III. Learning Objectives:

A. Be able to understand and comprehend theories, concepts and principles related to a variety of contemporary counseling/therapy approaches and techniques.

B. Be willing to describe, recreate, define and make comparisons and contrasts concerning the major models/schools of psychotherapy/counseling.

C. Be willing to observe and disclose personal reactions related to the course content and activities and the basic issues of psychotherapy (including the relationship between the therapist/counselor and the client).

D. Be willing to apply various aspects of the course content and activities to one’s personal experiences within the context of a counseling relationship, therapeutic setting, or just assisting someone in need.

E. Be willing to commit to and keep class agreements and negotiations concerning ground rules for the course or renegotiate the agreements as needed with the instructor during the course.

IV. Course Arrangement: Lecture, presentations, and discussions will be utilized by the instructor. Additionally, structured experiential activities for students as well as student presentations and possible interviews will be integrated throughout the course.






V. Course Requirements:

A. Readings and Journal Reaction Sheets: Read all material, both text readings and class handouts, in advance of assigned dates. Examine the material carefully in terms of the personal meaning it holds for you. Assignments correspond directly and support planned class activities and provide a background for understanding and realizing what is taking place. Assessment of readings (for grading purposes) will be done by periodic examination of reaction sheets entered in the student’s journal. Examination of journal entries by the instructor will take place two or three times during the course; however, entries from the readings are to be made each week (weeks 3 – 7).

NOTE: After reading assigned material, and in advance of assigned dates, write a concise two-page analysis for one chapter from the assigned readings each week. The two-page reaction sheets are to be dated and entered in the student’s journal on the appropriate dates assigned. The “summary” will go on the front side of the first page while the student’s personal reactions to the readings are to be written on the front side of the second page.

B. Class Activities Reaction Sheets: Reaction sheets may be entered in the journal (for grading purposes) on a weekly basis which summarize the previous week’s classroom activities and your personal reactions to the activities. These reaction sheets would be in addition to the reading reaction sheets.

These are not required and may be negotiated by individual students. The format is the same as reaction sheets to the assigned readings.

C. Take-Home Questions: Questions pertaining to class activities and assigned readings will be distributed to students on three occasions during the course. Students will have one week to answer or respond to the questions in writing at home and return the following class session. The number of questions will range from 3 to 7 for each distribution. Assessment will be based on the student’s ability to recreate personal and interpersonal experiences from class activities and personal interpretation of the content material.

D. Class Participation: Since the course focuses on people and since all sessions will involve experiential activities and exercises involving class participants, active and consistent attendance and participation is needed from all students enrolling in the course. Assessment will be based on the instructor’s observation of student performance and will be communicated and negotiated with each student during the course of the class and again at the end of the course.

E. Negotiated Course Agreements: Once the course ground rules have been negotiated, students will be assessed a grade by the instructor based on the extent to which the negotiated agreements have been actualized, demonstrated and performed.

VI. Textbook: Theory and Practice of Counseling and Psychotherapy: 7th edition;
Gerald Corey; Brooks/Cole Publishing Company; 2005.

VII. Supplemental Resource Material List: Pertinent handouts and articles from current publications will be assigned periodically by the instructor as needed.

VIII. Course Grading Policies:

Categories for Grading: % of Final Grade:

A. Journal Reaction Sheets ______________
1. (Reading Reaction Sheets) ______________
2. (Class Reaction Sheets) ______________
B. Take-Home Questions ______________
C. Class Participation Presentations ______________
D. Negotiated Course Agreements ______________


1. At the beginning of the course students will be asked to assess the percentage of their total grade they want determined by each of the categories. They will communicate their intentions in writing to the class instructor and these will be binding unless renegotiated by both parties during the course of the term or at the end of the term.

2. At, or near, the end of the course, students will be asked to personally evaluate their achievements in the course. This evaluation will be based on the stated objectives of the course and on the evidence of record from the above categories. Each will be asked to assess: a) the degree to which your participation in class activities has been active, thoughtful, and productive with respect to the negotiated class ground rules, b) the degree to which you have met the intent of the assigned readings and instructions, c) the degree to which you have actually performed or demonstrated the course objectives.

3. As a part of this evaluation assessment, each student will be asked to recommend their course grade at the last course meeting. With regard to the assignments and recording of grades, the course instructor reserves two alternatives based on the evidence of record and personal perceptions of each students:

[1] To validate the grade justified by the student, or
[2] If experiences differ, to confer with the student to obtain a mutually agreed upon or negotiated course grade.

No grade will be submitted to the registrar that has not been accepted by the student as justified as long as the student is willing to engage in communication and negotiated of the different perceptions with the class instructor within the group setting.

4. No category (A – D) can count for more than 35% of your grade and each category has to count at least 15% (with the exception of the category that is optional). Additionally, written work categories (A & B) must equal a combined percentage of 50% of the final grade and performance categories (C & D) must also equal 50% of the final grade.

Students will determine their percentages within the four categories in line with these overall guidelines.




5. Individual assignments to be graded will be assessed on the basis of completeness, timeliness, accuracy and validity and will reflect the following scale:

A . . .90% or over
B . . .76% - 89%
C . . .60% - 75%

Below 60% will be returned to student to be redone and reassessed and an incomplete grade will be recorded until the work is finalized or course ends.

NOTE: Grades for Class Participation will be determined according to the degree to which students complete their class presentations; actively engage in small group, experiential activities; and participate in large group discussions of class content material.
Grades for Negotiated Agreements will reflect the degree of integrity demonstrated by the students in making, actualizing and completing any course agreements and/or ground rules negotiated throughout the duration of the semester.

IX. Schedule of Class Meetings:



Week 1 (Jan. 3 - 5, 2006):


Introduction to Course/Syllabus/Handouts
Creating a Context for the Course
Negotiating the Syllabus/Ground Rules
(The “Counseling” Arena)
Background Material from Students (Historical Review)


Week 2 (Jan. 10 - 12, 2006):


Readings: Handouts/Chapters 1, 2, and 3
Class Discussion of Readings/Handouts
Continuation of Negotiation of Class Ground Rules/Syllabus
Assignment of Reaction Sheets (Schedule) (Planning)
Experiential Activity on Counseling Techniques/Methods
Planning/Discussions of Approaches/Models/Presentations
(Aspects of Being a Person, Being Your Authentic Self,
and Being a Counselor)






Week 3 (Jan. 17 - 19, 2006)


Readings: Chapters 4, 5, and 6
Class Discussions of Readings
Experiential Activity on Counseling Relationships
Introduction to Interviewing/Context for Counseling
Review of 1st Set of Reaction Sheets (general feedback) 

Assignment of 1st Set of Take-Home Questions


Week 4 (Jan. 24 - 26, 2006):


Readings: Chapters 7, 8, and 10
Class Discussion of Readings
Experiential Activity on Counseling Techniques/Methods
Collection of 1st Set of Take-Home Questions
Group Presentations (Planning) 

(Analytical/Philosophical Models)


Week 5 (Jan. 31 - Feb. 2, 2006):


Readings: Chapters 11 & 12
Class Discussion of Readings
Experiential Activity on Counseling Methodologies/Interviewing
Assignment of 2nd Set of T.H.Q.'s
Group Presentations (Refinement)

(Experiential/Relationship Models)



Week 6 (Feb. 7 - 9, 2006):

Readings: Chapters 9, 13, 14
Class Discussion of Readings
Experiential Activity on Counseling Techniques/Methods
Completion of Interviews/Presentation Activities
Collection of 2nd Set of T.H.Q.'s
Presentations from Groups 

(Action Therapies/Systems Approaches)



Week 7 (Feb. 14 - 16, 2006)


Readings: Chapters 2 & 3 (revisited), 15 , 16

Assignment of 3rd Set of Take-Home Questions
Student Presentations of Related Topics
The Change Process in the Counseling Relationship

Week 8 (Feb. 21 - 23, 2006)

The Counselor as a Professional

Negotiation of Course Grade
Final Course “Completing” Activity
Collection of 3rd Set of Take-Home Questions


NOTE: Extra Credit is optional and can be negotiated individually from week-to-week with the instructor. It is not a requirement for the course and is intended to be fun, enlightening, and "risking" in nature.

 

 

OVERVIEW OF FORMAT FOR PRESENTATION

OF A COUNSELING/THERAPEUTIC MODEL APPROACH

 

I.   Philosophy, Background and Basic Assumptions--to include key figures and major focus/emphasis

II.   Key Concepts of the Model/Approach/Technique

III.  Main Counseling/Therapeutic Goal of the Model/Approach/Technique

IV.  Description of Counseling Relationship Utilizing the Model

V.   Identified Techniques and Methodology

VI.  Applications/Uses of the Model

VII.  Strengths/Advantages/Contributions Associated With This Model

VIII.  Weaknesses/Disadvantages/Limitations Related to This Technique

 

NOTE:   Should not be more than one-page in length (front and back) or two pages (front only).

              Could be some topic you are interested in, curious or passionage about to some degree.

              Would be applicable to content and timeline in the course syllabus and address at least                  five of the eight outlined areas (above).