CNPY-502 ONLINE THEORIES OF COUNSELING AND HELPING PROFESSIONS Fall 2017 M 4:30-7:10pm Instructor: Trevor Buser, Ph.D., LPC, NCC, BCC Memorial Hall 218-D Email: tbuser@rider.edu Office Phone: 609-896-7750 Office Hours: W 1:30-4:30pm and by appointment Rider Information Hotline: (609) 219-2000 REQUIRED TEXTS: Corey, G (2017) Theory and practice of counseling and psychotherapy (10th ed.) Belmont, CA: Thomson Brooks/Cole Cox, E., Bachkirova, T., & Clutterbuck, D (Eds.) (2014) The complete handbook of coaching (2nd ed.) Thousand Oaks, CA: Sage REQUIRED ARTICLES: Prochaska, J O., & DiClemente, C C (1983) Stages and processes of self-change of smoking: Toward an integrative model of change Journal of Consulting and Clinical Psychology, 51(3), 390-395 COURSE DESCRIPTION Introduces the theoretical constructs of the primary theories being used in counseling and other helping professions, such as coaching The theoretical constructs will be explored for use in self-reflection and selfdevelopment and to serve as the basis for development of psychological maps for understanding purposes of clients’ behaviors Note: This syllabus is Trevor Buser’s intellectual property and any use of it, in whole or in part, without my explicit and express permission is a violation of my legal rights and will open the user to potential legal action Copyright © 2017 by Trevor Buser SERVICES FOR STUDENTS WITH DISABILITIES If you have a disability and believe you will need academic accommodations in this course, please make an appointment for an Intake Interview with Services for Students with Disabilities in the Vona Academic Annex, Rm The phone number is (609) 895-5492 and the email is serv4dstu@Rider.edu They will ask for documentation of your disability to support your accommodation requests and to recommend services as appropriate to your individual situation College of Education & Human Services Vision The College of Education & Human Services prepares undergraduate and graduate students for professional careers in education, organizations, and agencies in the diverse American society It fosters the intellectual, personal, and social development of each student for a changing world by creating and providing programs that embody the highest academic and professional standards The College develops students who are committed, knowledgeable and reflective and who value service, ethical behavior, and the improvement of one’s self and profession The College provides a climate of scholarly inquiry and high expectations College of Education & Human Services Mission The Rider University College of Education & Human Services develops committed, reflective practitioners who create an environment where knowledge and diversity are valued We foster the growth of actively engaged students who take responsibility for learning the foundations of their future practice We perceive 21st century challenges – Globalization, Technology, Diversity, Environmental Awareness, Exponential Knowledge Growth and prepare students who are aware of social and individual complexity and are able to thrive in an evolving, shifting and interactive society RIDER UNIVERSITY ACADEMIC INTEGRITY POLICY Academic dishonesty includes any unauthorized collaboration or misrepresentation in the submission of academic work In all written work, whether in class or out of class, the student’s name on the work is considered to be a statement that the work is his or hers alone, except as otherwise indicated Students are expected to provide proper citations for the statements and ideas of others whether submitted word for word or paraphrased Failure to provide proper citations will be considered plagiarism and offenders will be subject to the chare of plagiarism specified in the statement of regulations Similarly, students are expected to adhere to all regulations pertaining to examination conduct These regulations are designed to ensure that the work submitted by the student on examinations is a hones representation of the student’s effort and that it does not involve unauthorized collaboration, unauthorized use of notes during the exam, or unauthorized access to prior information about the examination CACREP STANDARDS The following CACREP standards are covered in the course: HUMAN GROWTH AND DEVELOPMENT a theories of individual and family development and transitions across the lifespan b theories of learning and personality development, including current understandings about neurobiological behavior f human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior HELPING RELATIONSHIPS b counselor characteristics and behaviors that influence helping processes c essential interviewing and counseling skills 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 e a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions CACREP School Counseling Outcome Standards The following outcome standards are covered in this course: COUNSELING, PREVENTION, AND INTERVENTION C Knowledge Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students: Exam questions Knows strategies for helping students identify strengths and cope with environmental and developmental problems: Graded Case Study CACREP CMHC Counseling Outcome Standard The following outcome standard is covered in this course: FOUNDATIONS A Knowledge Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision: Exam questions CCE COACHING COMPETENCIES MET: I Understand importance of client motivation level in relation to coaching I Obtain client informed consent prior to coaching I.3 Explain coach and client roles in coaching I.4 Establish parameters for establishing coaching process II.1 Create coaching alliance II.2 Use helping skills in the coaching process II.3 Develop a comprehensive coaching plan with the client including goals II.4 Identify possible issues that could influence the coaching process III.2 Assess client strengths related to goals IV.1 Assist client in creating a personal action plan for desired goals IV.4 Assist client in locating relevant information and resources V.1 Explain coach and system/organization roles in coaching LCADC Domains covered in this course: 15 hours Initial Interviewing: C101.2.f: Introduction to Counseling: C201.2-3: Counseling Skills: C202.1, 3: Cognitive Behavioral Therapy: C207.1-4: hour 15 hours hours 4.5 hours COURSE OBJECTIVES To be able to identify the basic theoretical constructs of Freudian, Adlerian, behavioral, personcentered, cognitive-behavioral, existential, family systems, feminist, Gestalt, Jungian, solution-focused, rational-emotive, reality, and other emerging paradigms of counseling and consultation [3a, b, f; 5d, e] To be aware of the basic counseling strategies implicit within each of the counseling and supervision theories covered in the course and apply them to community agency and/or school settings [3a; 5b, c] 3 [3a, f; 5b] To articulate gender issues implicit within each of the counseling theories [3a, f; 5b] To be aware of how one's cultural, familial origins and gender affect one's understanding of counseling theory [3a, f; 5b, d, e] To be aware how all aspects of human diversity are implicit within each of the counseling and consultation theories [3a, f; 5b, d, e] To apply counseling and consultation theory in conceptualizing the causes of client symptoms and in designing prevention and intervention strategies [3a] To continue to develop a personal counseling philosophy through the use of the accepted better practice counseling psychology theories [5d] COURSE REQUIREMENTS Professionalism A Each class member will be expected to complete assigned readings and formulate questions/comments based upon the readings for class discussion Please come prepared to answer discussion questions at the start of each class, as provided by classmates and the professor ahead of time Please also consider this question in regard to each theory: How does this theory understand the cause and resolution of clients’ difficulties? Class discussion will be evaluated based on the quality of contribution and demonstration of the following: a) Comprehension and critical analysis of assigned reading materials b) Active participation in class activities, including peer groups (see below) c) Sensitivity to others Reading Guidebook A guidebook has been provided which includes direction on readings, discussion questions for each theory, materials for homework assignments and examinations, and areas of focus for peer group sessions Students are expected to complete the Reading Guidebook in preparation for each class session Theorist Reaction Presentation In collaboration with the instructor, you will participate in a professional presentation about one of the theories presented in the course Your presentation will be made on the date when we are covering your particular theory in class Locate and read through at least three scholarly articles on your assigned theory Prepare a reference list (formatted in APA style) of these articles A rubric for this assignment is provided at the end of this syllabus The presentation project will include: • Role-Play Demonstration of key strategies from the theory • Facilitation of two discussion questions for the class • Description of multicultural issues that impact helping process of theory (email to class) • Creation of reference list and study guide covering main concepts in theory (email to class) Personal Helping Theory Paper Write a paper in which you present the emerging constructs of your understanding of human behavior Use professional helping theories presented in this course as the roots of your constructs Describe the way in which cultural aspects of your background and historical experiences (e.g., ethnicity, socioeconomic status, religion/spirituality, gender, and/or familial dynamics) might influence your selection and understanding of theoretical constructs/interventions A minimum of six scholarly references is required, and the paper will be evaluated on your use of APA writing style This paper will serve as an initial point in the development of your helping style You will be urged to continue to develop your theoretical orientation as you progress through the program A rubric for this paper is provided at the end of this syllabus The due date for the paper is listed below Please submit through Canvas Informed Consent Form Assignment Numerous sample informed consent forms for coaching are available online Locate a sample informed consent form for life coaching or executive coaching In this sample, identify the typical components of informed consent forms, as described in the lecture Note any additions that you would recommend for this sample, in order to make it more complete This assignment is due by class session Please submit through Canvas Midterm & Final Examinations Exams will be administered in order to assess your comprehension of readings and lectures Experiential Application and Reflection (Peer Groups) This assignment involves participation in role-play counseling sessions called “Peer Group” sessions (similar to those used in other classes) These sessions are designed to provide you with opportunities to apply theory and practice helping skills Your peer group assignments will be made on the first day of class You will meet with the same peer group for all sessions I suggest conducting these sessions on a weekly basis; however, you may schedule them at any time that works for your peer group members, as long as you complete the assignment on time Peer Group Directions: Each group will be composed of classmates During each session, all students will rotate through the roles of counselor, client, and observer Peer group sessions last 1.5 hours each If your group is composed of students total, then the client and observer roles will be merged, and the sessions will last approximately hour • In the role of counselor, the student is expected to utilize basic counseling skills (specifically, paraphrasing, powerful questions, and reflection of feeling), in order to draw out the client’s story The student is also expected to integrate one concept or intervention from this week’s theory during the session • In the role of client, the student is expected to share an actual difficulty or role-play a client who is experiencing a difficulty • In the role of observer, the student is expected to use the “Peer Group Observer Form” (below) and provide detailed feedback to the counselor At the end of the session, the observer will facilitate discussion about possibilities for resolution of the difficulty, on the basis of the theory designated for that session The observer will also facilitate feedback from the client and counselor The observer will email the counselor his/her completed peer group observer form after each session • Each session has the following segments repeated for each member: 15-minute counseling session by counselor; 10-minute feedback and debriefing of session facilitated by observer By repeating these segments for each member, the entire peer group session lasts approximately 1.5 hours • The competency areas of focus for each peer group session are described in the table below Please also see the Reading Guidebook for additional directions pertinent to each practice session At the conclusion of the sessions, you will be asked by the professor to submit a copy of the observer forms for each session Peer Group Session # Time Allotment Competency Areas of Focus for Session I.1 Understand importance of client motivation level in relation to coaching 1.5 I.2: Obtain informed consent prior to coaching 1.5 II Use helping skills in coaching process 1.5 II Use helping skills in coaching process 1.5 II.3 Develop a comprehensive coaching plan with the client including goals 1.5 III.2 Assess client strengths related to goals 1.5 IV.1 Assist client in creating a personal action plan for desired goals 1.5 IV Assist client in locating relevant information and resources 1.5 Peer Group Observer Form Skill Uses paraphrasing to provide brief synopses of client disclosures Conveys an active listening style Reflects the client’s feeling state back to the client with nuanced emotional vocabulary Primarily asks open-ended, rather than closed, questions Integrates a concept or intervention from this week’s theory in session = Well developed skill; helpful and well timed, smooth = Developing skill; somewhat helpful, too many missed opportunities = Continued practice; not helpful or well-timed, or no skill existent NA: Not needed or applicable to this session NA What were the coach’s main strengths in this session? Please include quotes or a paraphrase of the actual response made by the coach How well did the coach apply principles or interventions from this week’s theory? What additional opportunities existed to so? Course Evaluation: Midterm Exam 25% Final Exam 25% Professionalism 5% Theorist Reaction Presentation 10% Personal Helping Theory Paper 15% Informed Consent Form Assignment 5% Experiential Application (Peer Groups) 10% Discussion Boards 5% *All written assignments must be submitted through Canvas Assignments that are not submitted by the due date will receive a grade of 0, unless there are legitimate extenuating circumstances, as determined by the professor Course Schedule Class Session Skills & Topics Interventions Overview of Counseling Theory: Definition & Aims Peer Groups Homework & Videos Assignments Readings Due CCE Competency I.2; V.1 Informed Consent (9/11) Similarities & Differences between Coaching and Counseling Informed Consent (9/18) Corey, Ch & pp 182-184, 376- I.1; II.2 377 Paraphrasing Models of Motivation Powerful Questions Maintaining Analytic Framework Prochaska & DiClemente (1983) I.2; I.3; I.4; II.1; II.2; II.4 Free Association (9/25) Psychoanalytic Theory & Transactional Analysis (10/2) Adlerian Theory Interpretation Dream Work Reflecting Feeling; Possibilities Thinking & Acting As If; Natural Consequences Existential Approaches Paradoxical Techniques (10/16) Person-Centered Theory Empathy; Positive Regard; Congruence (10/23) Midterm Exam (10/9) Informed Consent Corey, Ch 4; Form Due (Canvas Submission) Cox et al., Ch 1, 12, & 30 Corey, Ch Corey, Ch Cox et al., pp 95-100 Corey, Ch Video: Rogers Cox et al., pp 68-73 10 I.2; I.3; I.4; II.1; II.2; II.4; III.2 I.2; I.3; I.4; II.1; II.2; II.4 I.2; I.3; I.4; II.1; II.2; II.4 Class Session (10/30) (11/6) 10 (11/13) 11 (11/20) 12 (11/27) 13 (12/4) 14 (12/11) Topics Gestalt Theory Behavior & Cognitive Behavior Theories Peer Groups Homework Skills & Interventions & Videos Assignments Empty Chair Technique; Experiments & Exercises Video: Perls “BASIC ID” Assessment Dysfunctional Thought Record Video: Ellis “WDEP” System: Assessment & GoalSetting "SAMIC" Action Reality Therapy Planning Questioning Skills: Miracle, Coping, Exception & Scaling Questions Postmodern Approaches Metaphors Bibliotherapy Feminist Theory; Discussion of Power Analysis Personal Theory Papers Gender Role Analysis Family Systems Theories; Genogram Executive Coaching Family Sculpting Readings Due Corey, Ch Cox et al., pp 80-87 Corey, Ch 9, 10 Cox et al., pp 38-46 Corey, Ch 11 Corey, Ch 13 Cox et al., pp 54-62 Personal Helping Theory Paper Due Corey, Ch 12 Corey, Ch 14 Cox et al., Ch 17 Final Exam 11 CCE Competency I.2; I.3; I.4; II.1; II.2; II.4 I.2; I.3; I.4; II.1; II.2; II.3; II.4; IV.1 I.2; I.3; I.4; II.1; II.2; II.3; II.4; III.2; IV.1 I.2; I.3; I.4; II.1; II.2; II.4; III.2; IV.1; IV.4 I.2; I.3; I.4; II.1; II.2; II.4; IV.1; IV.4 I.2; I.3; I.4; II.1; II.2; II.4; IV.4; V.1 Rubric for Theorist Reaction Presentation Score: Exemplary Adequate Inadequate Multicultural Issues Clearly addresses how the theory addresses and may be impacted by these issues Issues are addressed; some difficulty in clearly delineating how issues apply to understanding and use of theory Confusion regarding how these issues apply to theory in understanding and using it Professional Quality of Presentations Presenter used only the allotted time, spoke articulately and clearly about main points of theory; includes at least scholarly references; presenter took initiative in scheduling consultation with fellow presenter and instructor Presenter used only the allotted time, had few difficulties in describing main points; minor formatting issues in references; includes only scholarly references; presenter evidenced no serious issues in scheduling and attending consultation with fellow presenter and instructor Presenter exceeded allotted time minimally, had some difficulties in describing main points; references were incorrectly formatted; includes only scholarly reference; presenter manifested serious difficulties in scheduling consultation with fellow presenter and instructor Study Guide Covers main themes, key words, interventions, and individuals associated with theory Covers most of the main themes, key words, interventions, and individuals associated with theory Misses about half or more of main themes, key words, interventions, and individuals associated with theory Rubric for Personal Helping Theory Paper 12 Score: Exemplary Adequate Inadequate Relates to Counseling Theories Personal theory adequately based on constructs from existing theory; constructs flow well together; well referenced Personal theory refers to existing theory; constructs have some flow of relationship with one another; reasonably referenced Needs more direct referencing of constructs to existing theory; confusion of flow with constructs presented Relates to Cultural Aspects of Student’s Background (e.g., Family of Origin, Ethnicity, and Gender) Clearly addresses how cultural aspects and personal experiences of his/her own history are embedded within or influencing his/her use of theory Some clarity regarding how these issues are embedded within or influencing his/her use of theory Confusion regarding how these issues are embedded within or influencing his/her use of theory Clarity of Written Presentation and APA Style Well written; flows well; is written at a professional level; presented in proper APA format; includes at least scholarly references Reasonable quality of writing style; some concerns about flow of the material; some grammatical errors; less than five APA style errors; includes only scholarly references Quality of writing style is below the desired level of graduate work; too many grammatical errors; concerns about flow of presentation; Six or more APA style errors; includes only scholarly references or fewer Rubric for Professionalism 13 Score: Exemplary Adequate Inadequate Participation Actively participates in all class activities and discussions from start to finish (except for religious holidays, medical illnesses, etc.) Actively participates in most class activities and discussions Lacks participation in vast majority of class activities and discussions Initiative Comes prepared for each class with questions based on the reading and an understanding of how the theory construes the resolution of clients’ difficulties; explores class resources (e.g., syllabus, rubrics, canvas support pages) as an additional resource in answering questions about class Comes prepared for most classes with questions based on the reading and an understanding of how the theory construes the resolution of clients’ difficulties Comes unprepared for all classes to discuss readings and demonstrates confusion about how the theory construes the resolution of clients’ difficulties; does not make use of class resources (e.g., syllabus and rubrics) in understanding assignments Sensitivity to Others Demonstrates interest in others’ comments and desire to understand different points of view in all class activities Demonstrates interest in others’ comments and desire to understand different points of view in most class activities Lacks an open mind in class activities and demonstrates unwillingness to understand different points of view Rubric for Informed Consent Form Assignment 14 Score: Exemplary Adequate Inadequate Identifies Typical Elements of Informed Consent Form Identifies most of the typical elements of informed consent forms that are present in sample, such as rights and responsibilities of client, general goals of coaching, responsibilities of coach, limitations of and exceptions to confidentiality, legal and ethical parameters defining relationship, qualifications and background of coach, fees involved, services expected, length of coaching process, risks involved, and possibility for consultation or supervision of coach Identifies some but not all of the typical elements of informed consent forms that are present in sample, such as rights and responsibilities of client, general goals of coaching, responsibilities of coach, limitations of and exceptions to confidentiality, legal and ethical parameters defining relationship, qualifications and background of coach, fees involved, services expected, length of coaching process, risks involved, and possibility for consultation or supervision of coach Identifies few of the typical elements of informed consent forms that are present in sample, such as rights and responsibilities of client, general goals of coaching, responsibilities of coach, limitations of and exceptions to confidentiality, legal and ethical parameters defining relationship, qualifications and background of coach, fees involved, services expected, length of coaching process, risks involved, and possibility for consultation or supervision of coach Suggestions for improvement to Informed Consent Form Recommends inclusion of all missing elements in sample that are typical of informed consent form Recommends inclusion of some of the missing elements in sample that are typical of informed consent form Recommends inclusion of few of the missing elements in sample that are typical of informed consent form Coaching Fieldwork Hours Tracking Sheet 15 CNPY 502 Client Initials Start/End Date Number of Hours Type of Coaching Provided 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 TOTAL FIELDWORK HOURS: YOUR JOB TITLE WHEN COMPLETING HOURS: INSTRUCTOR SIGNATURE: Student Coach Course: CNPY 502 *Please submit this completed form at conclusion of Class Session 13, if you would like instructor’s signature 16 ... provides an understanding of family and other systems theories and major models of family and related interventions CACREP School Counseling Outcome Standards The following outcome standards are covered... reality, and other emerging paradigms of counseling and consultation [3a, b, f; 5d, e] To be aware of the basic counseling strategies implicit within each of the counseling and supervision theories. .. knowledgeable and reflective and who value service, ethical behavior, and the improvement of one’s self and profession The College provides a climate of scholarly inquiry and high expectations College of