12
PP 8020
Person-centered therapy: Theory and practice
Fall 2007
INSTRUCTOR:
Marjorie Witty, Ph.D.PHONE:
(312) 777-7702EMAIL:
FAX:
ALT PHONE:
(773) 327-1046REQUIRED TEXTS:
Title / Client-centered therapy: Its current practice, implications and theoryAuthor(s) / Rogers, Carl R.
Copyright / 1951/ 2003
Publisher / Houghton Mifflin/ Constable & Robinson, Ltd.
ISBN / 1841198404
Edition
Title / Embracing nondirectivity
Author(s) / Levitt, B. (Ed.)
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk
ISBN / 898059683
Edition / 2005
Title / The Carl Rogers Reader
Author(s) / Kirschenbaum, H. & Henderson, V.L. (Eds.)
Copyright
Publisher / New York: Houghton Mifflin
ISBN / 0395483573
Edition / 1989
This Course Requires the Purchase of a Course Packet: YES NO
RECOMMENDED READINGS
Title / Person-centered therapy: A revolutionary paradigmAuthor(s) / Bozarth, J.D.
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk
ISBN / 1898059225
Edition / 1998
Title / The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach.
Author(s) / Sanders, P. (Ed.),
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk
ISBN / 1898059608
Edition
Title / Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice.
Author(s) / Wilkens, P. & Bozarth, J. (Eds.),
Copyright
Publisher / Ross-on-Wye, UK: PCCS Books www.pccs-books.co.uk
ISBN / 1898059314
Edition
Argosy University
Illinois School of Professional Psychology – Chicago Campus
Person-Centered Theory and Therapy
CRN8212 PP8020
Fall 2007
Syllabus
Instructor: Marjorie Witty, Ph.D.
Office hours: Tuesday and Friday by appointment.
Class meetings: Mondays, 12:30 – 3:15
Teaching Assistant: Tanya Komleva
Required readings
Kirschenbaum, H. and Henderson, V.L. (1989) The Carl Rogers Reader, New York: Houghton Mifflin. ISBN 0395483573 (On reserve) (CRR)
Levitt, B. E. (2005). Embracing Nondirectivity. Ross on Rye, UK: PCCS Books.
ISBN: 1 898059 68 3. Available from: www.pccs-books.co.uk (On reserve) (EN)
Rogers, Carl R. (1951) Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin. Newer edition: Constable & Robinson, Ltd. (2003). ISBN 1841198404. (On reserve) (CCT)
This course does not require the purchase of a course packet. (O) in the syllabus denotes available online.
Recommended Books
Bozarth, J.D. (1998). Person-centered therapy: A revolutionary paradigm. Ross on Wye, UK: PCCS Books. ISBN: 1898059225 Available from: www.pccs-books.co.uk (On reserve)
Sanders, P. (Ed.), The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. ISBN: 1898059608 Available from: www.pccs-books.co.uk (On reserve)
Wilkens, P. & Bozarth, J. (2001), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Ross-on-Wye, England: PCCS books. (On reserve)
Learning Objectives
1. Achievement of competence in empathic following response process, as assessed by performance in tapes to be submitted to instructor and T.A.
2. Expanding self-awareness of personal reactions and feelings during the practice therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their practice therapy tapes.
3. Mastery of basic theory of client-centered therapy through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion, and reading reaction papers.
4. Increased ability to evaluate one’s own work as a novice therapist, assessed by final self-evaluation.
Required Assignments:
-- Two short papers on your reactions to the readings. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week
-- A weekly thirty-minute practice therapy session with a class partner; both students should record these sessions and listen to your work.
-- Three fifteen to twenty minute practice therapy transcripts (of a longer 30 – 45 minute session) that include personal commentary must be turned in. Personal commentaries may be related to your private thoughts during the session, your feelings about the responses you made to your practice partner, and any concerns or questions you wish to raise concerning the session under discussion. Your personal commentary may be interspersed within the transcript – but if placed within the transcript it should be clearly indicated as commentary (in italics and within parentheses). Audiocassette tapes cued to play where the transcript begins must be turned in. On the transcripts, client and therapist statements should be numbered starting where you want me to listen as "C1", "T1", "C2", "T2", etc. Start each response of client (C) or therapist (T) on a new line so that I can read it clearly.
Grading and evaluation policy
Because of the intense experiential focus in this class, person-centered therapy is not a graded course at ISPP. The main method of evaluation will be the comments you and I make about your tape assignments and your and my assessment of your willingness and ability to sincerely, even if only experimentally and temporarily, implement/experience the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.
Doctoral Program in Clinical Psychology
Mission Statement
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice
Master of Arts in Clinical Psychology
Mission Statement
The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills.
In addition the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.
Course Outline, Readings, and Assignments
September 10 Client-centered therapy: Attitude, theory and practice
Required readings for September 10 to be read before the first class:
Rogers, C.R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (On reserve)
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (CRR, pp. 219-235).
September 17 Empathic Understanding
Required readings:
Brodley, B. T. Client-centered therapy: An expressive therapy. (O)
Brodley, B. T. Empathic understanding: Observations of a CC practice (O)
Raskin, N. J. The nondirective attitude. ONLY THE PARAGRAPH BEGINNING AT THE BOTTOM OF PAGE P. 330 – “There is a fourth level…” (EN)
Rogers, C.R. Reflection of feelings. (CRR)
Brodley, B.T. Instructions for the clinical interview. (O) (http://adpca.org/articles.html)
September 24 Unconditional Positive Regard
Required readings:
Brodley, B. T. & Schneider, C. (2001). Unconditional positve regard as communicated through verbal behavior in client-centered therapy. In P. Wilkens & J. Bozarth, (Eds.), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice (pp. 155-172). Ross-on-Wye, England: PCCS books. (O)(also on reserve in UPR book)
Rogers, C. R. (1951) Chapt. 11: A theory of personality and behavior in Client-centered therapy. In Client-centered therapy. (on reserve).
October 1 Rogers’ motivational theory and view of maladjustment
FIRST PAPER on your reaction to the readings is due today. Paper can be of any length you choose and may be in journal format if you prefer to keep a log of your reactions as you read each week.
Required readings:
Rogers, C. R. (1957). A note on “The nature of man.” (in CRR)
Rogers, C. R. The therapist’s view of the good life: The fully functioning person. (CRR, pp. 409-420)
Brodley, B. T. (1999b). The actualizing tendency concept in client-centered theory. The Person-Centered Journal, 6(2), 108-120. (in the library and O)
Recommended: Begin reading next week’s required reading, the 1959 theory statement.
October 8 Rogers’s 1959 formal theory statement
Second PAPER on your reaction to the readings due today. This paper (of any length) should be on your reaction to Rogers’s formal 1959 theory statement. You may incorporate into your paper, or not, the second reading for today, the Brodley session with commentary by Marjorie Witty.
Required readings:
Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of science: Vol. 3 Formulation of the person and the social context (pp. 184-256). New York: McGraw Hill. (in CRR) But read definitions in email handout.
Excerpt of session by Brodley w/ commentary by Witty from Witty, M., Raskin, N.J., Rogers, C.R.. (in press). Client-Centered Therapy. In Corsini & Wedding (Eds.), Current Psychotherapies. (O)
October 15 Multiculturalism & Diversity Issues
FIRST TAPE AND TRANSCRIPT WITH COMMENTARY DUE.
Required readings:
Glauser & Bozarth, J. D. (2001). Person-centered counseling: The culture within. Journal of Counseling & Development, 07489633, Spring2001, Vol. 79, Issue 2
Database: Academic Search Elite
Mier, S. & Witty, M. Considerations of race and culture in the practice of non-directive client-centered therapy. In Carl Rogers Counsels a Black Client. (O) (on reserve)
Patterson, C.H. (1996). Multicultural counseling from diversity to universality. Journal of Counseling & Development, 74, 227-31. (O)
Knopf, N. Working with gay couples.
Witty, M. (2005). Nondirectiveness and the problem of influence. (EN)
October 22 Congruence: A frequently misunderstood condition
Required readings:
Bozarth, J.D. (2005). The art of nondirective being in psychotherapy. (EN)
Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (In the library & O)
Moon, K. A. (2002). A dearth of suds for Davey: A therapist’s thoughts during a child therapy session. Person-Centered Journal, 9(2), 113-139. Only the postscript is required reading. (in the library and email handout)
Recommended: Moon, Nondirective therapist congruence in theory and practice. (EN)
October 29 Client-centered therapy with children, families & couples
Required reading:
Ellinwood, C. (1959). Some observations from work with parents in a child therapy program. Chicago Counseling and Psychotherapy Center Discussion Paper published in The Person-Centered Journal
Moon, K.A. Nondirective client-centered therapy with children. (O)
McPherrin, J. K. Client-centered family and couple therapy. (EN)
Recommended:
Pildes, S. & Moon, K. A. (2004). “Automatic for the people”: Client-centered couple and family therapy. Presentation at the annual conference of the Association for the Development of the Person-Centered Approach, Anchorage, Alaska. (O)
Brodley, B. T. (1993). Appendix & examples. In C. J. Topping, An equal prizing: Couple therapy from a client-centered perspective. Unpublished doctoral dissertation. University of Georgia. (on reserve) .
November 5 Guest therapist demonstration and Discussion.
November 12 CCT and Chronic Mental Illness and the significantly impaired
SECOND TRANSCRIPT WITH COMMENTARY DUE
Required readings:
Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN)
Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN)
Recommended:
Prouty, G. (1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. (On reserve)
Prouty, G., Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (On reserve)
Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed.), The Psychotherapy of the Psychoses (pp.285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (On reserve)