Counseling Theories and Applications

SC 603

Course Description

This is a graduate course is designed to provide a more in-depth perspective of the major current theories, techniques and clinical applications of school counseling. Major theories of counseling representing several of the main streams of theory are covered as well as integrative and eclectic models. In this course students will review the issues of licensure, certification, and comprehensive exams. The student will gain an understanding of current research, theory, techniques, ethical issues, cultural matters and counseling approaches applied to issues of school counseling. These counseling practices will be applied to disabled and non-disabled and multicultural populations in school settings. The design of this course is to give students information to develop and apply basic counseling skills and helping attitudes. Self-evaluation, giving and receiving feedback and reflection upon the development of counseling skills and ethical tendencies is an essential part of this course. The emphasis here is on understanding the theories their application in the school setting, and on guiding the student in the process of selecting a personal counseling style and theory.

Objectives

• The student will investigate and analyze ingredients of a school counselor.

• The student will analyze characteristics of effective helpers.

• The student will explore nonverbal, verbal, and silent messages of communication to use in the school setting.

• The student will analyze strategies for establishing a helping relationship.

• The student will analyze the strategies for developing appropriate therapeutic goals.

• The student will research and evaluate the basic skills of the counseling interview.

• The student will appraise the foundation and basics concepts of each theoretical approach.

• The student will evaluate the basic concepts of the dominant theories.

• The student will evaluate the application of each theoretical approach in a school setting.

• The student will evaluate strategies for the development of a helping relationship.

• The student will analyze effective strategies and techniques as they relate to t

• The student will evaluate crisis theory.

• The student will evaluate disaster theory.

• The student will analyze personal values, beliefs, and philosophies.

• The student will analyze ethical considerations essential to school counselors.

• The student will evaluate the HIPAA privacy rule.

• The student will examine and evaluate the contributions to the outcome of therapy of both the school counselor and the student.

• The student will examine and evaluate the use of counseling theory to connect case conceptualizations.

• The student will explore and analyze the caring cycle in the counseling profession and the evolving professional stages of development.

• Investigate and analyze the essential ethical considers important to all counselors.

• The student will analyze the essential concepts of the Psychoanalytical, Psychodynamic and Adlerian approaches.

• The student will evaluate the application of the therapeutic processes and techniques of the Psychoanalytical, Psychodynamic and Adlerian approaches to individual case studies and direct application in the school setting.

• The student will evaluate an approach to develop and applying strategies for these approaches.

• The student will analyze the essential concepts of the Humanistic and Gestalt approaches.

• The student will evaluate the application of the therapeutic processes and techniques of the Humanistic and Gestalt approaches to individual case studies and direct application in the school setting.

• The student will evaluate an approach to develop and applying strategies for these approaches.

• The student will analyze the essential concepts of the Behavioral and Cognitive-Behavioral approaches.

• The student will evaluate the application of thetherapeutic processes and techniques of the Behavioral and Cognitive-Behavioral approaches to individual case studies and direct application in the school setting.

• The student will evaluate an approach to developing and applying strategies for these approaches.

• The student will evaluate the application of therapeutic processes and techniques the Multicultural-Gender, Transpersonal, and Eclectic approaches to individual case studies and direct application in the school setting.

• The student will evaluate an approach to developing and applying strategies for these approaches.

• The student will analyze the essential concepts of the Integrative approaches such as a Cognitive-Interpersonal Approach.

• The student will evaluate the application of the therapeutic processes and techniques the Integrative approaches to individual case studies and direct application in the school setting.

• The student will evaluate the approach to developing and applying strategies for these approaches.

• The student will analyze methods to balance between sustaining an active professional counseling career and caring for the personal self.

• The student will evaluate burnout and self-care strategies used by other professional counselors.

• The student will develop and analyze an action plan for self-care and approaches for change.

• The student will develop a personal approach as a school counselor based on the theories studied in this course and other researched approaches.

• The student will research legal and ethical implications of implementing their personal counseling approach in the school setting.

• The student will develop a system to implement, manage, and evaluate their personal approach to counseling.

• The student will integrate their professional self-care plan into their personal approach to counseling.

• The student will submit their research paper on their personal approach and self-care plan as a school counselor based on the theories studies in this course and other researched approaches.

• The student will summarize their experiences, observations, and practices.

Objectives-CACREP 2009 standards

• Describe the history and philosophical foundations of each theoretical approach. (CACREP: A.1., C.1.,)

• Identify and apply the basic concepts of the dominant theories for treatment of children and adolescents in the school setting. (CACREP A.1., C.1., D.3.,)

• Compare and contrast the concepts and techniques of the dominant theories as they apply to the school setting.(CACREP C.1., D.2, D.3, D.5.,)

• Analyze the given counseling approaches and develop a personal counseling theory to implement in the school setting. (CACREP C.1.,C.3., C.5., D4.,)

• Explain and implement the basic skills necessary to conduct a counseling interview. (CACREP B.2., C.1., C.3.,D.2., D.4.,)

• Increase sense of self-awareness necessary for becoming a competent counselor, especially in relation to our multicultural world. (CACREP A.3., C.3., C.5., D.1., D.4.,)

• Investigate strategies to become an agent of change who maintains professional vitality. (CACREP O.1., O.2., O.4., P.1., P.2.,)

• Explain how each theoretical approach guides counselors in conceptualizing their students' needs and in meeting those needs. (CACREP: A.6., B.2., C.1., C.3., D.1., D.2., C.3., G.3., H.1.,H.2, I.1., I.2, I.3., I.5., J.1., J.3., K.1.,L.1.,)

• Explain the premises of the nature of human behavior and behavior change inherent in the major theoretical approaches, including case analysis and treatment goals. (CACREP: C.1., C.2., C.3., C.5., D.2.,)

• Identify the role of racial, ethnic, cultural, socioeconomic status, age, gender, sexual orientation, religious and spiritual beliefs, physical and mental status, disability and equity issues in counseling theories. (CACREP: A.1., B.1., E.1.,E.3., E.4., F.1., F.3.,)

• Develop a plan of action for the prevention of burnout as a school counselor. (CACREP A.3., B.2., C.6.,)

• Explore and explain personal values, beliefs, philosophies, and interpersonal skills that will affect your personal counseling theory and style. (CACREP A.2., A.3., A.4., B.1.,B.2.,D.1., D.3.,D.4.)

• Explain how the different counseling theories and applications work with diverse and disabled populations. (CACREP: A.1., B.1.,E.1.,E.3., E.4., F.1., F.3., )

Time Requirements

This course is an online 15-week, 45 hour, 3 credit graduate course. Students must successfully complete online modules including course readings, reflections, practical classroom application and completion of comprehensive final projects and/or exams.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

This course will emphasize the connections between the role of the school counselor, understanding the major current theories and the techniques and clinical applications of school counseling. Students of this course will complete required text and module reading assignments, reflect on readings, and keep a journal on clinical observations and practical applications of course objectives.  Students reflect on personal experiences, complete assigned projects related to real world learning environments, and develop instructional counseling strategies for applying the CACREP standards in school settings. Students will complete module assignments, special projects, participate in practical application of concepts in course modules, and complete comprehensive projects or exams. This is an online forty-five hour, three credit graduate level course completed over a fifteen-week period.

Course Materials

Required Texts:

Theory and Design in Counseling and Psychotherapy (2004), by Susan.X. Day.

The Resilient Practitioner: burnout Prevention and Self-Care Strategies for counselors, Therapists, Teachers, and Health Professionals (2001), by Thomas M. Skovholt

Effective Helping: Interviewing and Counseling Techniques ( 2008), by Barbara F. Okun and Ricki E. Kantrowitz.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Students will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests and special projects as listed in the module content.

Session Outline

Module 1: Skills of an Effective School Counselor

Objectives:

1. The student will research and identify effective ingredients of a school.
2. The student will explore nonverbal, verbal and silent messages of communication to use in the school setting.
3. The student will examine the contributions to the outcome of therapy by both the school counselor and client.

Module 2: Theory: Form for Case Analysis

Objectives:

1. The student will examine the use of counseling theory to connect case conceptualizations.
2. The student will review the counseling relationship and development of appropriate goals for therapy.
3. The student will explore the caring cycle in the counseling profession and the evolving professional stages of development.

Module 3: Ethical Practices and the School Counselor

 Objectives:

1. The student will know the ethical codes applying to the practice of a school counselor.
2. The student will explore methods to balance between sustaining an active professional practice and caring for the personal self.

Module 4: Theory to Application: Adlerian and Humanistic Approaches

Objectives:

1. The student will examine the essential concepts of the Adlerian and Humanistic approaches.
2. The student will apply the therapeutic processes and techniques the Adlerian and Humanistic approaches to individual case studies and direct application in the school setting.
3. The student will examine an approach to developing and applying strategies for these approaches.

Module 5: Theory to Application: Gestalt and Behavioral Approaches

Objectives:

1. The student will examine the essential concepts of the Gestalt and Behavioral approaches.
2. The student will apply the therapeutic process and techniques of each approach to case reflections and real-life application in the school setting.
3. The student will develop and apply strategies for these approaches to observed incidents in the school setting.

Module 6:.Theory to Application: Cognitive-Behavioral and Cognitive-Interpersonal Approaches

Objectives:

1. The student will examine the essential concepts of the Cognitive-Behavioral and Cognitive Interpersonal approaches.
2. The student will apply the therapeutic process and techniques of these approaches to case reflections and real-life application in the school setting.
3. The student will develop and apply strategies for these approaches to observed incidents in the school setting.

Module 7: Theory to Application: Issues of Multicultural- Gender and Crisis Theories