PS 206 Introduction to Guidance and Counseling
F1W 2006 TI
Hume, Donald W.
16 August - 11 October
7:30 - 10:20 PM
Corey, Gerald. (2005). Theory and practice of counseling and psychotherapy. Seventh Edition. California: Brooks/Cole, Inc.
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A survey of the guidance process, functions of counseling and various counseling theories. This course is designed to introduce students to the whole therapy process. Emphasis will be placed on an integrated approach to basic helping skills utilizing theory, practice and case evaluation. The course will provide students with the foundation to develop skills they need to establish effective helping relations.
Learning Outcomes: Core Learning Outcomes
Read the following scenario regarding a counseling client and then answer the questions following it:
You have been working with a young client who we will refer to as Dan for 3 months. He was initially wary, reticent and cautious. It has taken patience and careful iuse of your trust and relationship -building skills to break through some of his resistance. He is beginning to talk and share something of his real life with you in your counseling sessions. Yet each time you begin to make some progress, he begins to draw back into his shell with a defensive remark such as: "You shrink types are all the same. You get your kicks out of prying into other people's lives." You, the counselor, repeatedly assure him, reminding him of the sanctity and privacy of your office and the confidentiality of your relationship. He has tested your integrity a number of times and has attempted to probe your attitudes and values. You have responded by using active listening to keep the focus on him. You have invested a considerable amount of counseling time reaffirming your trustworthiness.
Finally your persistence and patience pay off. After much hesitation Dan slowly discloses some of his secrets, meanwhile closely monitoring your reactions to him. He seems satisfied as to your neutrality and acceptance of him and so continues to describe his problems. It seems that this 16 year old boy has quite a successful career selling various drugs - speed, downers, marijuana, and sometimes cocaine and crack - to other students in the junior and senior high school. He shares that he has no intention of quitting. He explains that finally by engaging in this activity he has the power, respect, and friends that he has yearned for. He also likes the excitement and risks, and enjoys having his "clients" dependent on him. He also needs the money for his family and likes what it can buy for him to impress people as well. He does, however, feel a little guilty, and he wants you to help him soothe his conscience as he knows his family would not approve. He has also been experiencing some overwhelming feelings of panic when he has trouble functioning. He has no idea what is causing these "attacks". He reminds you that, if you can't help him, he can always find someone who will. He notices your hesitency and so, laughingly, throws your own words back in your face: "Remember, everything you say in here is privileged communication, and nothing disclosed will ever leave this room." You feel you have but a moment to respond and decide on a course of action.
Questions To Be Addressed In Paper, 500 word minimum, written in A.P.A. style.
1. Symptoms of the client, Dan.
3. Ethical Considerations
4. Course of Action You Would Take Regarding the Scenario.
5. Treatment you would use to address Dan's symptoms.
Link to Class RubricClass Assessment:
TERM PAPER: My Theory of Psychotherapy
(Up to 15 pages) of double-spaced, typed
An 8 – 10 page term paper in which you:
A) Develop your general view of nature of man
B) Develop key concepts of your approach
C) Describe your role as a therapist
D) The Therapeutic goals of your approach
E) The nature of the therapist/client relationship
F) The central techniques/methods of your approach
Do not simply “cherry-pick” aspects of systems, try to integrate similar aspects of other approaches and identify where they came from
Paper will be due at the beginning of class on October 3, 2006. Any late papers will be docked a letter grade for each late class period.
Try to write at a collegiate level – e.g., correct spelling, complete sentences. Typed.
Try to focus on a few broad aspects in some depth, e.g. attitude of the therapist, and try to document why you chose this conclusion.
WEEKLY CRITIQUES –
Each Tuesday evening before class starts you will turn in a critique of:
G) Class how you feel about class, something that happened in it or did not, but should have, or –
H) A response to some article you read of counseling/psychotherapy or some aspect of psychologically related medical treatment.
I) Or something going on with you that you wish to share only with me.
J) Critique is absolutely confidential (as relates to the laws of confidentiality) e.g. do not confess to murder, I am obligated to say something – otherwise say anything you want to.
K) Critique can be any size – pages or words.
L) I will read them, give them my attention and perhaps respond – then I will destroy them.
Mid-Term Exam 30% Final Exam 30%
Term Paper 20% Participation 20%
The following will be used to assign course letter grades:
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
Below 60 F (or three or more unexcused absences)
CLASS MEETING AND EXAMINATION SCHEDULE
Thursday Aug 17 Introduction & Overview
Tuesday Aug 22 The Counselor as a Person and as a Professional
Thursday Aug 24 Ethical Issues in Therapy Practice
Tuesday Aug 29 Psychoanalysis and Psychoanalytic Therapy
Thursday Aug 31 Approaches – Personality Theory
Tuesday Sep 5 Adler
Thursday Sep 7 Jung and Erikson and Ego analytic Approaches
Tuesday Sep 12 Mid-Term Examination
Thursday Sep 14 Existential Approaches
Tuesday Sep 19 Person-Centered Approaches
Thursday Sep 21 Gestalt Therapy
Tuesday Sep 26 Reality Therapy
Thursday Sep 28 Behavior Therapy
Tuesday Oct 3 Cognitive Behavior Therapy TERM PAPER DUE
Thursday Oct 5 Integrative Perspective
Tuesday Oct 10 FINAL EXAM
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2006-2007 Undergraduate Catalog Page 87-89
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. Park University 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
Disability Guidelines: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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:8/14/2006 10:09:47 PM