Argosy University, Chicago Campus

MA Community Counseling

PC6000 Counseling Theory

Section Fall 1 CRN [2047]

FACULTY Name: Dr. Naveeda Athar Ed. D. LCPC

Phone: (630) 842-2729

E-mail:

Office hours: By appointment

MEETING DATES First Weekend Friday 09/12/08

Saturday 09/13/08

Sunday 09/14/08

Second Weekend Friday 10/03/08 Saturday 10/04/08

Sunday 10/05/08

CLASS SCHEDULE Friday 6-8:45pm

Saturday9am-5pm

Sunday 9am-4pm

WEB-AUGMENTED ACTIVITIES

Starting with the first week of the term and ending with the last week of the term - 9/2/2008 through 10/22/2008.

Course length: 7.5 Weeks (9/2/2008 through 10/22/2008)

Contact Hours: 45 Hours

Credit Value: 3.0

MASTER OF ARTS IN COMMUNITY COUNSEING MISSION STATEMENT

The Master of Arts in Community Counseling Program has been designed to provide students with a sound foundation for eventual practice of professional community-based counseling. The program introduces students to basic counseling skills that integrate individual and group theoretical foundations of professional psychology into appropriate client interaction and intervention skills. The program emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional counselors who are committed to the ethical provision of quality services.

COURSE DESCRIPTION

The basic theories, principles, and techniques of counseling, as well as applications to a variety of therapeutic settings, are explored. This course also focuses on personal theory construction, bias embedded in theory, and cultural diversity.

COURSE DELIVERY FORMAT

This course has class meetings scheduled on weekends and is web-augmented with a weekly online component found at http://myeclassonline.com/. This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunities to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web-based learning environment to provide supplemental resources and reading material.

The course will be available onlineto students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.

TECHNOLOGY:

Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

PROGRAM OUTCOMES

The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).

Program Outcome One: Professional Identity
Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
Program Outcome Two: Social and Cultural Diversity
Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.
Program Outcome Three: Human Growth and Development
Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
Program Outcome Four: Career Development
Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
Program Outcome Five: Helping Relationships
Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.
Program Outcome Six: Group Work
Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
Program Outcome Seven: Assessment
Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
Program Outcome Eight: Research and Program Evaluation
Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.
Program Outcome Nine: Communication Skills
Competency 1. Communicate clearly and effectively, both orally and in writing.
Program Outcome Ten: Interpersonal Effectiveness (IE)
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.

COURSE OBJECTIVES

Upon completion of this course, students will be expected to be able to meet the following CACREP and programmatic competencies:

1. Understand and articulate the major tenants of a variety of counseling models and theories as well as relevant research and factors applicable when working with clients in professional settings.

2. Understand and articulate the historical development of a variety of directive and non-directive counseling theories.

3. Articulate and demonstrate how affective, behavioral, and cognitive theories are applied to case studies.

4. Identify and understand how various counseling theories address ethical issues when they arise in the context of counseling.

5. Be able to identify and articulate the strengths and limitations of the major counseling theories covered in the course in relation to culturally and ethnically diverse clientele.

6. Understand the variety of counseling theories such that an articulation of a burgeoning interest in a specific theory or theories of counseling can be stated in accord with his or her personal cognitive, attitudinal (including personal values), and affective style.

CACREP Sections II: K.1.c., K.2.c., e., & f.; K.3.b-e, K.5.a., c., d., & g.; K.7.b.

Program outcome IE

REQUIRED TEXTS:

Title / Counseling theories: Essential concepts and applications
Author(s) / Gladding S. T
Copyright / 2008
Publisher / Pearson
ISBN / ISBN# 0.13.113845.6
Edition
Title / Case studies in psychotherapy
Author(s) / Wedding, D. & Corsini, R.J.
Copyright / 2004
Publisher / Belmont, CA: Wadsworth
ISBN / 0534638554
Edition / 4th

REQUIRED COURSE PACKET

Not applicable for this course.

CLASS POLICIES AND EXPECTATIONS

Attendance

¨  For a foreseeable or necessary absence from class meetings, or inability to complete online assignments and activities, students are required to notify the instructor prior to class meetings, or the due dates of online assignments. Only with the instructor’s consent can a student make up missing assignments after the absence.

¨  Students who miss one day (6 hours) or more class meeting times will be required to withdraw from the class. Whether the student will get a refund depends on the reasons for the absence(s).

¨  Students who miss 2-3 hours of the class time will automatically get a grade reduction from the final grade unless the student can successfully negotiate and complete a remediation plan to make up the deficit in class attendance.

Online Participation

¨  Students are expected to complete weekly reading and online assignments. Online components of the course begin as the term begins. Courses with class meetings spread through Term I and Term II are bridged courses, which will all start on the 4th week of the first term, and end in the middle of the 4th week in Term II. In other words, online participation will begin during the 4th week of the first term.

¨  Timely online participation is a form of class attendance. Student financial aid may be affected by when a student last participates online.

COURSE REQUIREMENTS/ASSIGNMENTS

Assignments should be submitted to the instructor before or on the announced due date. Late

assignments without proper explanation and extension agreement with the instructor will receive

a 10% grade reduction for each day they are late. With the exception of in-class writing

exercises, quizzes, tests, and online activities, all assignments should be typed with reference to

the APA style and submitted to Dr. Chow via e-mail (), or in person within

class time.

Evaluation and Course Requirements

1. In-class participation 50 points

(25 points for each weekend)

You will be assessed by your enthusiasm in taking part in class discussion, leading and reporting small group work, and other in class activities and writing exercises (e.g. short reaction, papers to various theories, etc.)

2. Online Activities and Participation 50 points

(10 points for each week excluding the weeks of class meetings)

Online participation of the class begins with the semester, the week of September 2, Ground rules for online participation, and instructions for the first week activities and assignment will be posted online the week before. The format of these online assignments and activities vary. Basically students will be asked to respond to two small activities, or two discussion questions per week. Each Friday, new instructions of the online activities of the following week will be posted. As a general rule, week cycles begin on Mondays and end on Sundays, midnight. Within the cycle, Students have to post their responses to the online assignments by Fridays, and provide feedback to two other students’ postings by Sundays, midnight.

Students’ online performance will be assessed according to the qualities of their responses to both the activities and to other students. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression

3. Online Case Study Report Presentation 100 points

This assignment consists of two parts: team presentations and classmates’ feedback. Teams will sign up for their respective due dates during the first weekend of class. Case study reports will be posted on Mondays; the rest of the class should provide feedback on the presentation team by the subsequent Sunday.

Presentation Guidelines

In teams of two, present and post your analysis of one of the case studies in the Wedding and Corsini book (excluding Chapter 3 & 12) with reference to the following aspects:

a. Who is the therapist?

b. What is the theoretical orientation of the therapist? What is his or her status in that particular theoretical orientation?

c. What are the major concepts of the theory? (You can answer this question in bullet points with brief explanations)

d. What are the major therapeutic goals of this particular approach in general? (You can answer this question in bullet points with brief explanations)

e. What are some of the clinical issues that the therapist has discussed with and worked on with his/her client (s)?

f. How did he/she apply his/her theory in the explanation of the client’s problems? (Support your answer with appropriate citations, page numbers, line numbers, etc.)

g. What techniques or procedures did the therapist use to help the client (s) to grow and change, or come to a realization of his/her problems? (Support your answer with appropriate citations, page numbers, line numbers, etc.)

h. How would you describe the therapist-client relationship?

i. Describe some of the qualities or characteristics of the therapist. How do these qualities affect the process of the therapy as well as the dynamics and interaction between the therapist and client?

j. Team reflection on the case study: additional interpretation of the case, comment on the effectiveness of the approach on this particular client(s); applicability of the approach to other client populations; advantages and limitations of the approach, etc.

Teams can be creative in terms of how to present the report. You can use powerpoint, pictures, graphics, and other format to make your report more interesting, and comprehensive to your classmates.

3. Personal Theory Paper 100 points

Due on 10/21/08 via e-mail to or send a printed copy to my campus mailbox.

The purpose of this assignment is to help you to start to formulate your own theory by integrating your personal characteristics (experiences, beliefs, cultural upbringing, etc.), preferences, and what you have learned from the class. You will research and write a 10-15 pages paper (excluding the cover page and the reference list), in APA style. Reference material should include at least 10 academic and scholarly publications. The paper should consist of four parts:

Part I:

Describe some of your personal experiences, qualities, and cultural factors that have influenced your interests and orientation towards counseling.

Part II:

Describe your views about human nature, mental well-being, pathological behavior, and growth and change.

Part III:

Describe:

a. how the counseling process may induce growth and change;

b. your counseling goals in general;

c. your role, as a counselor in the process; and

d. the counselor-client relationship

Part IV:

From the theoretical models that have been discussed in class, select one model which you think most compatible with the views that you have expressed in Parts I, II, & III above. Describe how you integrate your views into this chosen model in the counseling process and work with clients from different backgrounds.

Resources regarding APA styles can be found on the Argosy Library web-site, www.auchicagolib.org, under Online Resources by Subject, Psychology, Resources and Style Guidelines, and Writing and Style Information.

Evaluation and Assessment of Objectives

Each objective must have a measurable, actionable means of assessment. List them numerically.

  1. Objective one: will be evaluated by online and in-class discussions, group activities, case studies, and the take home final examination.
  1. Objective two: will be assessed by online and in-class discussions, and group activities.
  1. Objective three: will be evaluated by online and in-class discussions, group activities, case studies, the interview assignment, and the take home final examination.
  1. Objective four: will be measured by case studies presentation, in-class and online discussions.

5. Objective five: will be assessed by online and in-class discussions, group activities, and case studies.

6. Objective six: will be assessed by personal theory paper, online and in-class discussions, group activities, and case studies.

GRADING SCALE:

100 to 93% = A

92 to 90% = A-

89 to 88% = B+

87 to 83% = B

82 to 80% = B-

79 to 78% = C+

77 to 73 = C

72 to 70 = C-

69 & below = F