CHD 606 Theories & Techniques of Counseling
	Fall 2016

Professor	Quinn Pearson, Ph.D., LPC	Class Time: T: 6:00 to 8:45 p.m.	
Office:	411 Stevens Hall	Phone:  256-765-4643	
Office Hours:	M: 2:00 to 4:30  p.m.	E-mail:  qmpearson@una.edu	
	T:  1:30 to 6:00 p.m.		
 	W, R, F: By appointment		

Note:  Additional hours are available by appointment.  Occasionally, other obligations (i.e., 		committee meetings) may impose upon stated office hours.

Course Description:  A study of major counseling theories and related techniques and procedures for individual counseling; basic skills for individual counseling, developmental issues, values and behavior for various population segments; counseling materials & resources; consultation; ethical & professional practices in counseling.

Referenced Standards:
AL-SDE 290-3-3-.50(3)(e)1.(i) Counseling theories and techniques 
AL-SDE 290-3-3-.50(3)(e)1.(ii) Family relationships and interaction patterns
CACREP-2009.2.G.5.b counselor characteristics and behaviors that influence helping processes;
CACREP-2009.2.G.5.c essential interviewing and counseling skills;
CACREP-2009.2.G.5.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
CACREP-2009.2.G.5.e a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions
CACREP-2009.CMHC.A.5 Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision.
CACREP-2009.CMHC.G.1 Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans.
CACREP-2009.SC.C.1 Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students.
CACREP-2009.SC.M.4 Understands systems theories, models, and processes of consultation in school system settings.

Prerequisites:
None

Required Readings: 
Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Belmont, CA:  Brooks/Cole.*Loose-leaf with MindTap through Cengage
Corey, C. (2017).  Student manual for theory and practice of counseling and psychotherapy (10th ed.). 
Belmont, CA:  Brooks/Cole.*Loose-leaf with MindTap through Cengage
Handouts assigned in class
Instructional Modalities:
Lecture, discussion, higher order questioning, cooperative learning, live modeling, video modeling, role playing, and experiential learning

Student Knowledge and Skill Outcomes and Course Competencies:  After successful completion of the course, the student will:
1.	Understand counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. (CACREP-2009.2.G.5.d, AL-SDE 290-3-3-.50(3)(e)1.(i))
2.	Understand counselor characteristics and behaviors that influence helping processes. (CACREP-2009.2.G.5.b)
3.	Understand essential interviewing and counseling skills. (CACREP-2009.2.G.5.c)
4.	Understand a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. (CACREP-2009.2.G.5.e,  AL-SDE 290-3-3-.50(3)(e)1.(ii))
5.	Understand a variety of models and theories related to clinical mental health counseling. (CACREP-2009.CMHC.A.5)
6.	Apply the principles and models of assessment and case conceptualization to develop appropriate treatment plans. (CACREP-2009.CMHC.G.1)
7.	Know the theories and processes of effective counseling and wellness programs for individual students and groups of students. (CACREP-2009.SC.C.1)
8.	Understand systems theories, models, and processes of consultation in school system settings. (CACREP-2009.SC.M.4)

Evaluation:					
Course Requirements	Outcomes & Competencies	Grading Scale	
Class Participation/Weekly Assignments—15%	1-8	A = 90% to 100%	
Mid-term Exam—30% 	1, 2, 3, 5	B = 80% to 89%	
Case Study—25%	1, 2, 6	C = 70% to 79%	
Final Exam—30% 	1-5, 7, 8	D = 60% to 69%	
		F = Below 60%	

NOTE:  For all course requirements, part of your grade will be a professional, subjective decision by the instructor.  

Five points will be deducted for each day beyond the due date that late assignments are submitted.

Assignments submitted for this course shall not contain any portion of materials submitted in another course.

Students are expected to complete in-class exams on the scheduled date.  The instructor will determine whether a student may make up a missed exam, depending on the extenuating circumstance and the student’s ability to document it.  Points may be deducted based on the professional, subjective decision of the instructor.

Cell phones and other electronic devices are not permitted in class and should not be visible or audible. If a student needs cell phone access for a personal emergency or an on-call work situation, the student may keep the phone visible and in vibrate or silent mode. Permission of the instructor must be obtained prior to class in these situations.

Description of Course Requirements:
1. 	Class attendance, participation, and weekly assignments—Students are expected to attend class regularly and to inform the instructor when they will be unable to attend. Weekly homework assignments will include reading textbook/manual chapters and other handouts, listening to PowerPoint lectures, watching video segments and responding to questions via on-line discussion groups, and responding to case studies for each theory through MindTap. Students will discuss and apply homework assignments in class through such activities as engaging in small group discussions, applying theoretical concepts to and designing treatment plans for case studies, and practicing techniques.
	
2.	Case Study—Students will examine a case assigned by the instructor according to one of the following theories: Psychoanalytic, Adlerian, Existential, Person-Centered, Gestalt, Behavior, Cognitive Behavior, Reality, or Feminist.  Students will follow the guidelines attached to the syllabus. Note: Please review rubric in Canvas for complete details. Please submit a hard copy of this assignment.
		
3.	Mid-term and final examinations will consist of objective questions and cover all course content.

Attendance  
UNA’s attendance policy states: “Graduate work is based on levels of maturity and seriousness of purpose which assume regular and punctual class attendance. In order to protect academic status, circumstances necessitating extended absences should be the basis for conferral with the appropriate college dean. Each student is directly responsible to the individual professor for absences and for making up work missed. Particular policies and procedures on absences and makeup work are established in writing for each class, are announced by the professor at the beginning of the term, and for excessive absences, may provide for appropriate penalties including reduction in grades or professor-initiated withdrawal from class. Official written excuses for absences are issued only for absences incurred in connection with university-sponsored activities. For all other types of group or individual absences, including illness, authorization or excuse is the province of the individual professor.” (p.33) All faculty in the Counselor Education department have adopted the following policy: If a student misses more than four classes, that student will be required to withdraw from the course. If the fifth absence occurs after the withdrawal deadline, the student will receive a failing grade.   

Academic Honesty 
Students of the university academic community are expected to adhere to commonly accepted standards of academic honesty. Allegations of academic dishonesty can reflect poorly on the scholarly reputation of the University including students, faculty and graduates. Individuals who elect to commit acts of academic dishonesty such as cheating, plagiarism, or misrepresentation will be subject to appropriate disciplinary action in accordance with university policy. 
Incidents of possible student academic dishonesty will be addressed in accordance with the following guidelines: 
1. The instructor is responsible for investigating and documenting any incident of alleged academic dishonesty that occurs under the instructor’s purview. 
2. If the instructor finds the allegation of academic dishonesty to have merit, then the instructor, after a documented conference with the student, will develop a plan for disciplinary action. If the student agrees to this plan, then both instructor and student will sign the agreement. The faculty member will forward a copy of the signed agreement to the Office of Student Conduct for record-keeping purposes. 
3. If the student disagrees with the instructor’s proposed plan for disciplinary action and wishes to take further action, he/she is responsible for scheduling a meeting with the chair of the department where the course is housed to appeal the proposed disciplinary plan. The department chair shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the departmental level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the dean of the college where the course is housed to appeal the proposed disciplinary plan. The college dean shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the college level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the Vice President for Academic Affairs and Provost (VPAA/P) to appeal the proposed disciplinary plan. The VPAA/P shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. After reviewing all documentation, the VPAA/P may, at his/her discretion, choose either to affirm the proposed action, to refer the case to the Office of Student Conduct for further review, or to dismiss the matter depending on the merits of the case. The final disposition of the case will be disseminated to appropriate parties, including the Office of Student Conduct. 
4. If a student is allowed academic progression but demonstrates a repeated pattern of academic dishonesty, the VPAA/P may, after consultation with the Office of Student Conduct, assign additional penalties to the student, including removal from the University.

Title IX University Statement
The University of North Alabama has an expectation of mutual respect.  Students, staff, administrators, and faculty are entitled to a working environment and educational environment free of discriminatory harassment. This includes sexual violence, sexual harassment, domestic and intimate partner violence, stalking, gender-based discrimination, discrimination against pregnant and parenting students, and gender-based bullying and hazing. 
Faculty and staff are required by federal law to report any observations of harassment (including online harassment) as well as any notice given by students or colleagues of any of the behaviors noted above. Retaliation against any person who reports discrimination or harassment is also prohibited. UNA’s policies and regulations covering discrimination and harassment may be accessed at www.una.edu/titleix.  If you have experienced or observed discrimination or harassment, confidential reporting resources can be found on the website

Accommodation Statement
In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the University offers reasonable accommodations to students with eligible documented learning, physical and/or psychological disabilities. Under Title II of the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act of 2008, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities as compared to an average person in the population. It is the responsibility of the student to contact Disability Support Services to initiate the process to develop an accommodation plan. This accommodation plan will not be applied retroactively. Appropriate, reasonable accommodations will be made to allow each student to meet course requirements, but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Disability Support Services (256-765-4214). 

Communication--UNA Portal Statement
The official method of communication at UNA is UNA portal, with emphasis placed on University email (accessed through the homepage at http://www.una.edu). Please check this email account regularly and route Canvas communications to it as well to ensure timely communication regarding course, program, and university matters. 

Emergency Procedures
Upon hearing the fire/emergency alarm, or when instructed by the building coordinator to do so, students will evacuate the building under the supervision of the faculty and staff. While evacuating, please keep in mind the following:
Assist persons with physical disabilities, if needed.
Do not use the elevators.
Time permitting, close all doors and windows.
Alert others in the building as you exit.
Faculty, staff and students will stay in a designated assembly area until notified otherwise by authorized personnel, including UNA facilities staff, UNA Police Officers, UNA Administrators, or Fire Department personnel.

	COURSE CONTENT & SCHEDULE*

8/30	Chapters 1-3: Introduction & Ethics
9/6	Chapter 4:  Psychoanalytic Therapy
•	Application to group counseling
•	Video in Canvas
9/13	Chapter 4:  Psychoanalytic Therapy (cont.)
Chapter 5:  Adlerian Therapy
9/20	Chapter 5:  Adlerian Therapy (cont.)
•	Application to education, parent education, couples counseling, group counseling, and family counseling
•	Stan Video in MindTap in Canvas
9/27	Chapter 6:  Existential Therapy
•	Application to group counseling
•	Video in Canvas
10/4	Chapter 7:  Person-Centered Therapy
•	Application to crisis intervention and group counseling
•	Video in Canvas
10/11	Chapter 8:  Gestalt Therapy
•	Application to group counseling
•	Video in Canvas
10/18	Midterm Exam
10/25	Chapter 9:   Behavior Therapy
•	Application to group counseling
•	Video in Canvas
11/1	Chapter 9:   Behavior Therapy (cont.)
	Chapter 10: Cognitive Behavior Therapy
11/8	Chapter 10: Cognitive Behavior Therapy (cont.)
•	Application to family therapy
•	Application to group counseling 
•	Video in Canvas
11/15	Chapter 11: Reality Therapy  
•	Application to group counseling
•	Video in Canvas
11/22	Case Study Due  
11/29	Chapter 12: Feminist Therapy
•	Video in Canvas
12/6	Systemic Approaches: 
Chapter 13: Postmodern Approaches (selected sections)
•	Video in Canvas
Chapter 14: Family Systems Therapy
Family Therapy (Reading on Reserve in LRC)
•	Video in Canvas
12/13	Final Examination

*NOTE: This syllabus may have additional components added throughout the semester. The schedule and procedures contained herein are subject to change in the event of extenuating circumstances.

	CHD 606 Theories & Techniques of Counseling

	Case Study Guidelines

Briefly discuss this case from one theoretical perspective.  Include the areas outlined below:

1.	Conceptualization  (30%) - Discuss the client's problems including:
	a.	basic conflicts or issues
b.	the source, development, explanation, or “cause(s)" of each problem according to the major concepts of the theory.

2.	Goals (20%)  - Outline specific goals for counseling this client which reflect changes needed and/or desired.  Be sure to incorporate the goals of the theory with the goals of the client.

3.	Plans (40%)  - Describe a plan for counseling including the counseling relationship and therapeutic techniques.  Describe how these strategies will be employed to promote specific changes outlined as goals.

Requirements:  
!  Paper should be typed using APA format and should be approximately 10 to 15 pages in length.

!  At least three (3) references (books or professional journal articles, not including course text) are required.

!  Be certain that each area is addressed and that your presentation is clear and specific.     
    Grammar, form, and organization are important. (10%)

Note: Please review rubric in Canvas for complete details. Please submit a hard copy of this assignment.
	I have received a copy of the syllabus for CHD 606.  I have read the syllabus and have been offered an opportunity to ask questions about it.  I understand and agree to the requirements in the syllabus.

											
Signature						Date

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	I have received a copy of the syllabus for CHD 606.  I have read the syllabus and have been offered an opportunity to ask questions about it.  I understand and agree to the requirements in the syllabus.

											
Signature						Date