Syllabus - Counseling Theories and Interventions CSL 686

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CSL/SPY 686 Counseling Theories and Interventions 1 Template revised August 2019 BARRY UNIVERSITY Adrian Dominican School of Education Counseling Program – Master’s Program Course: CSL SPY 686 Counseling Theories and Interventions 3 credit hours Term: Fall 2019 Instructor: Dr. Sade Smith, LPC, NCC Mrs. Kimberly Allison, Intern Office Hours: T 1-3PM; W 4-6PM; TH 10:30-11:30 AM Office Location: POW 276 Phone: 305-899-4829 Class Location: POW 166A Fax: 305-899-3718 Class Time: 4-7pm Email: sasmith@barry.edu Class Days: Tuesday CATALOG COURSE DESCRIPTION: Examines major and emerging counseling models and theories and interventions, and their application to the counseling process. Students are expected to begin to develop a personal model of counseling. COURSE RATIONALE: This class provides students with an overview of the affective, cognitive, behavioral, and systemic theories, issues, counseling process/relationship, and interventions that are consistent with current professional research and practice in the field of counseling. Theory is used to promote understanding of the dynamics of human problems, to facilitate the selection of the appropriate intervention, to enhance ability to use specific interventions appropriately, and to identify and assess realistic outcomes. Practical application of counseling techniques in specific clinical situations is taught through observation, instruction and rehearsal. COURSE RELATIONSHIP TO UNIVERSITY MISSION: All specializations in the Counseling Program are dedicated to improving the human condition. Throughout the programs, students learn to self-reflect on their strengths and needs while expanding their knowledge and appreciation of other cultures, perspectives, and faith beliefs. As students broaden their understanding of the impact of environmental and social conditions on the development of humans, students realize the need for social justice and advocacy. Through critical discussion and reflection of professional counseling theory literature, students learn to synthesize and utilize this information to guide their practice, foster truth and knowledge, and to

CSL/SPY 686 Counseling Theories and Interventions 2 Template revised August 2019 engage in an inclusive community. Specifically in this course the core commitments of Knowledge and Truth and Inclusive Community are addressed as course assignments, such as small group presentations, case conceptualizations, and the theory integration paper. These assignments focus on student understanding and application of professional counseling history, foundational theoretical concepts, the role and relationship of professional counselors and clients, treatment of clients in a collaborative manner, and desired outcomes and goals of counseling from multiple perspectives and theories in a way that appreciates diversity, fosters client autonomy and wellness, and utilizes client strengths and skills. COURSE GOALS: 1. Identify and analyze major and emerging theories of counseling and personality based on current professional research and practice in the field and begin to develop a personal model of counseling. 2. Identify and review practical counseling strategies and interventions corresponding to major and emerging counseling and personality theories. STUDENT LEARNER OUTCOMES: At the end of this course, students will be able to : 1. Examine the role of theory as part of an overall counselor identity. 2. Differentiate between prominent counseling and personality theories, comparing their philosophical frameworks, counseling processes, methods of intervention, and treatment strategies. 3. Consider how different theoretical frameworks inform the development and facilitation of the counseling relationship, demonstrating knowledge of characteristics and needs of diverse populations. 4. Develop plans of treatment and interventions that are congruent with a defined theoretical orientation. 5. Discern ethical concerns and considerations as they might potentially relate differing theoretical frameworks and intervention strategies 6. Examine theoretical approaches to counseling practice in terms of implications for culture, ethnicity, race, class, gender, sexuality, and other contextual variables of the client. STANDARDS AND/ OR FRAMEWORKS This course is designed to develop competencies and/or meet standards outlined by the following accrediting bodies as applicable:

CSL/SPY 686 Counseling Theories and Interventions 3 Template revised August 2019 • Council on Accreditation of Counseling and Related Educational Programs (CACREP) Standards (2016) • National Association of School Psychologists (NASP) • Florida Department of Education (DOE) Preprofessional Accomplished Practices (AP) • Florida DOE Subject Area Competencies and Skills (C&S) Additional information regarding the competencies and standards met by this course are detailed in the Counseling Program manual. P ERMISSION TO S AVE W ORK : As part of meeting the requirements of a Florida DOE state-approved program/NASP-approved program/CACREP- accredited program, samples of individual student’s assignments may be copied and may be maintained in a file for reporting purposes. If students wish not to have their assignments be used for such purposes, please let the instructor know in writing via a note or email no later than the second class meeting of the semester. REQUIRED COURSE TEXTS AND MATERIALS: The following are credible options (please select texts from list below): Seligman, L., & Reichenberg, L. W. (2013). Theories of counseling and psychotherapy: Systems, strategies, and skills ( 4 th ed.). Boston : Pearson. ISBN-10: 0132851709 ISBN-13: 978-0132851701 Corey, G. (2017) Theory and practice of counseling and psychotherapy , (10 th ed.). Boston, MA: Cengage Learning. ISBN-10: 1305263723 ISBN-13: 978-1305263727 LiveText Subscription (mandatory) An active LiveText membership is a required resource for this course. CSL/SPY 686 assignment(s) must be submitted electronically using this online platform. LiveText is used by the University to demonstrate the quality of our academic programs, improve the teaching and learning process, and maintain accreditation. You have the opportunity to use your account for secure online storage of all of your academic work and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other parties. You can purchase your membership from the University Bookstore. LiveText will be a required resource in all courses throughout your program, and you can use the same account for any course that requires it for up to five years, so you only need to purchase the account one time. If you already have an active LiveText membership, you do not need to purchase another one. After five years, you can choose to extend your membership if you need it for additional coursework or would like to maintain it for your personal use.

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CSL/SPY 686 Counseling Theories and Interventions 4 Template revised August 2019 RECOMMENDED TEXTS: American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological. ISBN-13: 978-1-4338-0561-5 ISBN-10: 1-4338-0561-8 PROFESSIONAL DEVELOPMENT ACTIVITIES: As developing professionals you have many opportunities to seek professional development. Listed below is a sample of opportunities relevant to this course: 1. Joining professional organizations as student members (i.e., ACA, AAMFT, ASCA, NASP). 2. Reading journals and newsletters published by the American Counseling Association, American Association for Marriage and Family Therapy, American School Counseling Association, and the National Association of School Psychologists. 3. Attending the Florida state and national conferences of the American Counseling Association, American Association for Marriage and Family Therapy, American School Counseling Association, and the National Association of School Psychologists. 4. Attending workshops, seminars, and student conferences sponsored by Chi Sigma Iota-Beta Upsilon Chapter, Counseling Program, the CARE Center, and Barry University. 5. Participating in professional service activities, such as, volunteering at civic or social services agencies or participating in service activities sponsored by the Counseling Program and/or Counseling Program student organizations. 6. Completing in-service on-line training. COURSE POLICIES: A CADEMIC H ONESTY : Students are required to adhere to Barry University’s Academic (Dis)Honesty Policy which addresses Plagiarism and Cheating. The policy can be found in the Student Handbook at: https://www.barry.edu/student-handbook/handbook/academic-dishonesty-policy.html P ROFESSIONAL C ONDUCT : As maturing professionals, each student is expected to display a professional demeanor in the classroom, in the field, and towards each other. Professionalism is displayed by actions, exemplified through attendance, preparation, quality of participation, and responsibilities towards assignments, work, and clinical/field experiences. Students are expected to observe and adhere to both program and university policies regarding student behavior and classroom

CSL/SPY 686 Counseling Theories and Interventions 5 Template revised August 2019 protocol, as well as those guidelines of ethical behavior set forth by professional organizations and the State of Florida. Ethical Behavior In addition, all students are expected to conform to the ethical standards of conduct and practice as set forth by the professional organizations and related legal statutes in their specific field of study. These organizations include but are not limited to the American Counseling Association, Chapter 491 (Florida Counseling Statutes), the licensing law governing the counseling/marriage and family therapy profession, The Florida Department of Education, and the National Association of School Psychologists. It is the student's responsibility to be aware of and in compliance with these standards as applicable. Student Behavior: All Barry University students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Such norms are set forth in the Barry University Student Handbook in the Student Conduct section. Please be sure that you have read and understood that section. No faculty member will tolerate classroom behavior that violates these norms. Such behavior will be grounds for withdrawal from the class, judicial proceedings, or failure of the course. If warranted, students engaging in such behavior will be removed from class by security personnel and may be required to undergo counseling. Classroom Protocol: Respect for the learning environment should include, but is not limited to the following: • Cell phones and beepers/pagers must be turned off during class. • Laptop computers may be used for note taking and web surfing that is directly related to class content and discussion. If at any point the use of laptops become distracting or in any manner an impediment to the classroom-learning environment, their use will discontinue. • Participation in classroom discussions and activities (including Canvas discussions) is required for successful completion of the course. Communication with and between the instructor and the students both in class, in small groups, one on one, and electronically should be open and respectful. This type of interaction is essential for the creation of a supportive and engaging learning community. Children or Visitors in the Classroom: Undergraduate and Graduate students are expected to come to class prepared to participate fully in discussions, small group work, and other activities. To be an effective participant, honor the right of fellow students to a quality educational experience, and protect the safety of all. Students are not permitted to bring minor children or visitors to class sessions at the main Barry campus or off-site locations. A TTENDANCE : Prompt, regular attendance is required for all courses in the Counseling Program. Due to the applied nature of our discipline, participation in class is absolutely essential to your training, both for your own benefit as well as for the benefit of your classmates. MORE THAN THREE ABSENCES during the semester will result in a failure to pass the course. Late arrival or early

CSL/SPY 686 Counseling Theories and Interventions 6 Template revised August 2019 departure from class may be considered an absence. Please note that attendance and punctuality are figured in the grade. Instructors may assign additional work for ANY absences. For purposes of this policy, ALL assigned hours are considered class periods, including assigned clinic and practicum and internship hours. (*During the condensed Summer Semester, more than one absence, especially if unexcused, may result in failure). The implementation of this policy is not intended to be punitive, but rather to ensure that as counselors, and as a program, we fulfill our clinical, moral, and ethical obligations to our present and future clients by providing the very best training environment possible. The Incomplete Policy for this course is in keeping with that which is set forth in Barry University's Student Handbook . D ISABILITY S TATEMENT Students who have special needs must ensure that their disability is documented with the Office of Disability Services. https://www.barry.edu/student-handbook/handbook/disability- services.html A DDITIONAL C OURSE P OLICIES : Instructor may add policies specific to his/ her course here. All assignments (including reading assignments) are due on the designated due date. Late work is not accepted. As a graduate student, it is your responsibility to inform your professor if you are experiencing an extenuating circumstance(s) which may prevent you from submitting your assignments on the designated due dates. In the rare event that a student's paper cannot be accounted for, it is the student's responsibility to produce a copy. Please keep a copy for your records. Students must activate their Barry University ‘ user id’ in order to access their Barry email account and the course Canvas site. Course information including class handouts, readings, PowerPoint presentations, assignments and guidelines, individual student grades, documents (e.g., syllabus), and other relevant course information will be posted on Canvas for students to access. The instructor will only send email to the student ’ s Barry University email address. In addition, students are required to send email to the instructor from his or her Barry University email address. The instructor will not accept email from students from an email address other than a Barry University email address. Students may have their Barry University email account forwarded to their preferred or private email address.

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CSL/SPY 686 Counseling Theories and Interventions 7 Template revised August 2019 The instructor reserves the right to adjust the course based on situation and need. ASSIGNMENTS: Note to instructors: All Required Assignments were designed by the faculty to meet the accreditation standards designated for this course. It is mandatory to include EVERY required assignment in this course. These assignments include Reflection and Integration of Readings, Application of Knowledge and Skills, Assessment, and Written Project and/or Presentation. Additional assignments may be included at the discretion of the instructor. PLEASE NOTE: All materials submitted for evaluation will be assessed on their adherence to assignment guidelines, grammar, style, clarity, and depth of reflectiveness. Grammar, spelling, and use of APA style are mandatory. For guidance, refer to the APA manual (reference below) and The OWL at Purdue, APA Formatting and Style Guide https://owl.english.purdue.edu/owl/resource/560/01/ ** A CERTIFICATE OF AUTHORSHIP MUST BE SUBMITTED WITH ALL ASSIGNMENTS . Required Assignment: The following required assignment is designed to meet accreditation or certification standards as identified. The required assignment and corresponding standards table below must be included in all syllabi for this class: Case Conceptualization Students will complete either: (A) one case conceptualization comparing and contrasting a provided case using TWO different theories OR (B) two case conceptualizations EACH using a different theory to conceptualize the case. The instructor will provide the case(s). In order to receive full credit for this assignment students are expected to apply two theoretical approaches in conceptualizing the case(s) provided. In order to receive full credit for these assignments, students are expected to briefly (3 pages maximum for each paper) describe how you would work with this client following the general principles, concepts, and techniques that correspond to your selected theory. Use the following subheadings and guiding questions to direct the development of your case conceptualization paper: a. Presenting Problem: What are the specific areas of concern? What are the specific symptoms? b. Formation of Presenting Concerns ( as conceptualized by the specific theory): How has the client arrived at this mental state (using the lens of your chosen theory)? c. Therapeutic Goals/Expected Outcomes (of the counseling process) d. Specific Interventions (techniques, skills, strategies for change, etc)

CSL/SPY 686 Counseling Theories and Interventions 8 Template revised August 2019 e. Role of the Counselor: What specific role(s) do/es the counselor play in working with this client using your specified theory? You may also discuss the therapeutic relationship and role of the client. Include each of these elements, as well as any additional information you consider to be applicable to the case. Assessment Standards for the Case Conceptualization CACREP DOE APs DOE Competencies & Skills – SC DOE Competencies & Skills – SPY NASP 2.F.5.a. theories and models of counseling 6A-5.065 (2)(a) 1.c AP 1c Designs instruction for students to achieve mastery. 1.1 Demonstrate knowledge of major counseling theories. 3.1 Identify theories of cognitive and intellectual development 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 6A-5.065 (2)(a) 1.d AP 1d Selects appropriate formative assessments to monitor learning. (assesses in counseling) 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 3.3 Identify theories of personality and social-emotional development. 2.6 Preventive and Responsive Services 6A-5.065 (2)(a) 1.e AP 1e Uses diagnostic student data to plan lessons. (uses data from counseling to develop interventions) 1.4 Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings. 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and skills learned in professional development in the teaching and learning process. 1.8 Identify appropriate evidence-based counseling approaches for specific populations. 2.1 Demonstrate knowledge of evidence-based strategies that promote academic, career, and personal- social development, and community involvement.

CSL/SPY 686 Counseling Theories and Interventions 9 Template revised August 2019 2.4 Identify high-risk and addictive behaviors and appropriate intervention strategies. Theory Integration Paper Once you have learned about several theories of counseling, you will be asked: o What theory/ies make sense to you and will likely influence the development of your counseling style and why? Consider your own view of human nature: o Where/how do you think peoples’ presenting concerns originate? o What do you think motivates people to change? o What do you think helps people move towards healing and wellness? o What do you think are common and valuable therapeutic goals? o What interventions do you think are effective and do you plan to use in your own practice? o If you were writing your own theory of counseling, what would it look like? o Imagine you will use at least one or more theories we discuss in class but feel free to move beyond this. Be creative, genuine, and make sure to clearly explain your rationale. o How does this orientation to counseling relate to your professional goals? o How will you go further in developing your counseling skills? This paper should be 3-5 pages (not including references) in length, double-spaced, Times New Roman 12 point font, and follow the stylistic conventions of the current edition of the American Psychological Association’s (APA) Publication Manual . Assessment Standards for the Theory Integration Paper CACREP CACREP DOE APs DOE Competencies & Skills – SC DOE Competencies & Skills – SPY NASP 2.F.5.n. processes for aiding students in developing a personal model of counseling 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and skills learned in professional development in the teaching and learning process. 1.1 Demonstrate knowledge of major counseling theories. 3.1 Identify theories of cognitive and intellectual development 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 3.3 Identify theories of personality and social-emotional development. 2.6 Preventive and Responsive Services

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CSL/SPY 686 Counseling Theories and Interventions 10 Template revised August 2019 1.4 Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings. Quizzes (15 Points) A quiz will be done through Canvas. Quizzes will cover the content of specific readings assigned for the class as per syllabus calendar. Quizzes are timed so students are expected to complete readings in advance. Assessment Standards for the Quizzes CACREP CACREP DOE APs DOE Competencies & Skills – SC DOE Competencies & Skills – SPY NASP 2.F.5.a. theories and models of counseling 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and skills learned in professional development in the teaching and learning process. 1.1 Demonstrate knowledge of major counseling theories. 3.1 Identify theories of cognitive and intellectual development 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 6A-5.065 (2)(a) 1.d AP 1d Selects appropriate formative assessments to monitor learning. 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 3.3 Identify theories of personality and social-emotional development. 2.6 Preventive and Responsive Services AP 1c Designs instruction for students to achieve mastery. 1.4 Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings.

CSL/SPY 686 Counseling Theories and Interventions 11 Template revised August 2019 GRADING: Final grade will be based on course requirements, and examinations. The graded activities will reflect both alternative and traditional assessments. Graded activities and their relative weight are as follows: Evaluation: Assignments Points Case Conceptualization 35 Theory Integration Paper 35 Quizzes (15 x 2 point each) 30 Total 100 GRADING SCALE: Grades will be assigned according to the following scale: A = 90-100% of total possible points B = 80=89% of total possible points C = 70-79% of total possible points F = 69% of total possible points and below INSTRUCTIONAL APPROACHES: A variety of instructional strategies may be utilized as they apply to the context of each class session including: lectures, class discussions, small group work, audio-visual presentations, guest speakers, case studies, individual investigations, student presentations, Internet research, and interviews. SUPPORTIVE INSTRUCTIONAL RESOURCES: P ROFESSIONAL J OURNALS : List professional journals here that are used for assignments and /or activities in the course. All journal references should be formatted according to APA (most current edition) style. W EB - BASED , D IGITAL , AND OTHER M EDIA R ESOURCES : LiveText Subscription Canvas Learning System Students are required to use the Canvas Learning System in order to access additional resources and assignments for this course. Canvas is an online educational software application. In order to access Canvas, it is necessary to login (with your Barry University username and password, the same username and password used for your Barry University email account) at http://barry.Canvas.com . If you do not know your Barry University username and password, then immediately visit http://webmail.barry.edu . After login to the Canvas site, click on the

CSL/SPY 686 Counseling Theories and Interventions 12 Template revised August 2019 designated link to this course. An orientation will be held at our first class regarding the use of Canvas. List other resources here that are used for assignments and /or activities in the course. All resources should be formatted according to APA style BIBLIOGRAPHY: CONTEMPORARY REFERENCES (within the last five years) : Frey, L. L. (2013). Relational-cultural therapy: Theory, research, and application to counseling competencies. Professional Psychology: Research And Practice, 44(3), 177-185. doi:10.1037/a0033121 Hyland, P., & Boduszek, D. (2012). Resolving a difference between cognitive therapy and rational emotive behaviour therapy: Towards the development of an integrated CBT model of psychopathology. The Mental Health Review, 17 (2), 104-116. doi:http://dx.doi.org/10.1108/13619321211270425 Lenz, A. S., Zamarripa, M. X., & Fuentes, S. (2012). A narrative approach to terminating therapy. Journal of Professional Counseling, Practice, Theory, & Research, 39 (2), 2-13. Retrieved from http://ezproxy.barry.edu/login?url=http://search.proquest.com/docview/1030424634?acco untid=27715 Nafziger, J., & DeKruyf, L. (2013). Narrative counseling for professional school counselors. Professional School Counseling, 16 (5), 290-302. Retrieved from http://ezproxy.barry.edu/login?url=http://search.proquest.com/docview/1448006292?acco untid=27715 OTHER REFERENCES (six years or older): Alvarez, H. (2009). Applying family systems therapy in schools. School-based mental health: A practitioner's guide to comparative practices (pp. 251-271). New York, NY US: Routledge/Taylor & Francis Group. Andersen, W. P., & Heppner, P. P. (1986). Counselor applications of research findings to practice: Learning to stay current. Journal of Counseling and Development, 65 , 152- 155. Arch, J., & Craske, M. (2009). First-line treatment: A critical appraisal of cognitive behavioral therapy developments and alternatives. Psychiatric Clinics of North America , 32 (3), 525- 547. Bandura, A. (1969). Principals of behavior modification. New York: Holt, Rinehart, and Winston.

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CSL/SPY 686 Counseling Theories and Interventions 13 Template revised August 2019 Bandura, A. (1977). S ocial learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press. Bergin, A. E., & Garfield, S. L. (Eds.) (1994). Handbook of psychotherapy and behavior change . New York: Wiley. Bitter, J., Robertson, P., Healey, A., & Jones Cole, L. (2009). Reclaiming a profeminist orientation in Alderian therapy. Journal of Individual Psychology , 65 (1), 13-33. Cannon, B. (2009). Nothingness as the ground for change: Gestalt therapy and existential psychoanalysis. Existential Analysis , 20 (2), 192-210. Caterino, L., & Sullivan, A. (2009). Applying Adlerian therapy in the schools. School-based mental health: A practitioner's guide to comparative practices (pp. 273-298). New York, NY US: Routledge/Taylor & Francis Group. Cummings, A. L. (1989). Relationship of client problem type to novice counselor response modes. Journal of Counseling Psychology , 36, 331-335. Dorn, F. J. (Ed.). (1986). Social Influence Processes in Counseling and Psychotherapy. Springlfield, IL: Charles C. Thomas, Publisher. Duba, J., Graham, M., Britzman, M., & Minatrea, N. (2009). Introducing the 'basic needs genogram' in reality therapy-based marriage and family counseling. International Journal of Reality Therapy , 29 (2), 15-19. Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart. Ellis, A., & Harper, R. A. (1997). A guide to rational living. North Hollywood, CA: Wilshire Books. Gehart, D. (2007). Process-as-content: Teaching postmodern therapy in a university setting. Journal of Systemic Therapies , 26 (3), 15-28. Gilligan, C. (1982). In a Different Voice: Psychological Theory and Woman’s Development . Cambridge, MA: Harvard University Press. Gurman, A. S. & Messer, S. B. (Eds.) (1995). Essential psychotherapies: Theory and practice. New York: The Guilford Press.

CSL/SPY 686 Counseling Theories and Interventions 14 Template revised August 2019 Hackney, H., & Cornier, L. (1996). The Professional Counselor: A Process Guide to Helping (3 rd ed.) Boston: Allyn & Bacon. Hoogstad, J. (2008). Choice theory and emotional dependency. International Journal of Reality Therapy , 28 (1), 63-68Lazarus, A. A. (1971). Behavior therapy and beyond. New York: McGraw-Hill. Khanna, M., & Kendall, P. (2009). Exploring the role of parent training in the treatment of childhood anxiety. Journal of Consulting and Clinical Psychology , 77(5), 981-986. McGovern, M., Lambert-Harris, C., Acquilano, S., Xie, H., Alterman, A., & Weiss, R. (2009). A cognitive behavioral therapy for co-occurring substance use and posttraumatic stress disorders. Addictive Behaviors , 34 (10), 892-897. Meichenbaum, D. (1977). Cognitive behavior modification. New York: Plenum. Meichenbaum, D. (1985). Stress inoculation training. New York: Pergamon. Miller, W., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change . New York: Guilford Press, 2002. Nutt, R., & Stanton, M. (2008). Family psychology specialty practice. Professional Psychology: Research and Practice , 39(5), 519-528. Pens, F S. (1969). Gestalt therapy verbatim. Lafayette, CA: Real People Press. Perls, F S. (1973). The gestalt approach. Palo Alto: Science and Behavior Books. Perls, F., Heffenline, R., & Goodman, P. (1951). Gestalt therapy. New York: Dell Books. Prochaska, J. O. & Norcross, J. C. (1994). Systems of psychotherapy: A transtheoretical analysis, 3 rd Ed. Pacific Grove, CA: Brooks/Cole Publishing Company. Ritter, K. (1985). The cognitive therapies: An overview for counselors. Journal of Counseling & Development , 64 (1), 42. Roe, C., & Garland, A. (2011). The use of poetry in the construction of meaning in cognitive behavioural psychotherapy and mental health studies. The Mental Health Review, 16 (3), 93-101. doi:http://dx.doi.org/10.1108/13619321111178032 Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifffin. Rogers, C. R. (1980). A way of being. Boston: Houghton Mifflin. Skinner, B. F. (1953). Science and human behavior. New York: Macmillian.

CSL/SPY 686 Counseling Theories and Interventions 15 Template revised August 2019 Stoltz, K., & Kern, R. (2007). Integrating lifestyle, the therapeutic process, and the stages of change. Journal of Individual Psychology , 63 (1), 32-47. Tarragona, M. (2008). Postmodern/poststructuralist therapies. Twenty-first century psychotherapies: Contemporary approaches to theory and practice (pp. 167-205). Hoboken, NJ US: John Wiley & Sons Inc. Tondora, J., O'Connell, M., Miller, R., Dinzeo, T., Bellamy, C., Andres-Hyman, R., & Davidson, L. (2010). A clinical trial of peer-based culturally responsive person-centered care for psychosis for African Americans and Latinos. Clinical Trials, 7 (4), 368-79. doi:http://dx.doi.org/10.1177/1740774510369847 Warner, J., & Baumer, G. (2007). Adlerian therapy. Dryden's handbook of individual therapy (5th ed.) (pp. 124-143). Thousand Oaks, CA: Sage Publications Ltd. Waters, A., Ford, L., Wharton, T., & Cobham, V. (2009). Cognitive-behavioural therapy for young children with anxiety disorders: Comparison of a child + parent condition versus a parent only condition. Behaviour Research and Therapy , 47 (8), 654-662. Wolpe, J. (1990). The practice of behavior therapy. New York: Pergamon. Wubbolding, R. (2009). Applying reality therapy approaches in schools. School-based mental health: A practitioner's guide to comparative practices (pp. 225-250). New York, NY US: Routledge/Taylor & Francis Group.

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CSL/SPY 686 Counseling Theories and Interventions 16 Template revised August 2019 Barry University Adrian Dominican School of Education Counseling Program Course Title and Number: Title of Assignment: Instructor: Student: Certification of Authorship I certify that I am the author of this paper and any assistance I received in its preparation is fully acknowledged and disclosed in the paper. In addition, any sources from which I used ideas or words, either quoted directly or paraphrased, have been cited in the paper. I also certify that this paper was prepared by me specifically for use in this course and was not used in another course and will not be used in any future courses I take at Barry University. _________________________________ _______________ Signature Date

CSL/SPY 686 Counseling Theories and Interventions 17 Template revised August 2019 COURSE CALENDAR: Note: The instructor reserves the right to change topics, assignments, and due dates. Students will be notified in class, via the Canvas Learning System, Canvas, LiveText, or through electronic mail to their Barry University email accounts. C LASS /D ATE T OPIC A SSIGNMENTS August 27 Course Overview/Introductions September 10 Course Overview & The Counselor: Person and Professional Contexts of Effective Treatment Seligman, Chs.1 & 2 September 17 Background-Focused Treatment & Classic Psychoanalysis Seligman, Ch. 3 September 24 Adlerian Therapy & Individual Psychology Seligman, Ch. 4 October 1 Post- & Neo-Freudians & Brief Psychodynamic Therapy Seligman, Chs. 5 & 6 October 8 Emotion-Focused Treatment & Person- Centered Therapy Seligman, Chs. 7 & 8 Quiz 1 Due October 15 Existential Therapy Gestalt Therapy Seligman, Ch. 9 & 10 October 22 Feminist Therapy Narrative Therapy Solution-Focused Brief Therapy Seligman, Ch. 11 October 29 Thought-Focused Treatment Systems Rational Emotive Behavior Therapy Seligman, Chs. 12 & 13 November 5 Aaron Beck and Cognitive Therapy Seligman, Ch. 14 November 12 Action-Focused Treatment Systems Behavior Therapy & Cognitive- Behavioral Therapy Seligman, Chs. 15 & 16 Case Conceptualization Due November 19 Reality Therapy Family Systems Approach Seligman, Ch. 17& 18 November 26 Integrative Therapies Quiz Seligman, Ch. 19 Online Discussion Quiz 2 Due December 3 Introduction and Overview The Counselor: Person and Professional Contexts of Effective Treatment Seligman, Ch. 20 Theory Integration Paper Due

CSL/SPY 686 Counseling Theories and Interventions 18 Template revised August 2019 CSL/SPY 686 – Counseling Theories and Interventions Standards Chart Assignment/Task CACREP DOE APs DOE Competencies & Skills – SC DOE Competencies & Skills – SPY NASP Evidence How Graded Case Conceptualization 2.F.5.a. theories and models of counseling 6A-5.065 (2)(a) 1.c AP 1c Designs instruction for students to achieve mastery. 6A-5.065 (2)(a) 1.d AP 1d Selects appropriate formative assessments to monitor learning. (assesses in counseling) 6A-5.065 (2)(a) 1.e AP 1e Uses diagnostic student data to plan lessons. (uses data from counseling to develop interventions) 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and 1.1 Demonstrate knowledge of major counseling theories. 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 1.4 Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings. 1.8 Identify appropriate evidence-based counseling approaches for 3.1 Identify theories of cognitive and intellectual development 3.3 Identify theories of personality and social-emotional development. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 2.6 Preventive and Responsive Services

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CSL/SPY 686 Counseling Theories and Interventions 19 Template revised August 2019 skills learned in professional development in the teaching and learning process. specific populations. 2.1 Demonstrate knowledge of evidence-based strategies that promote academic, career, and personal- social development, and community involvement. 2.4 Identify high-risk and addictive behaviors and appropriate intervention strategies. Theory Integration Paper 2.F.5.n. processes for aiding students in developing a personal model of counseling 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and skills learned in professional development in the teaching and learning process. 1.1 Demonstrate knowledge of major counseling theories. 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 1.4 Recognize criteria for selecting 3.1 Identify theories of cognitive and intellectual development 3.3 Identify theories of personality and social-emotional development. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 2.6 Preventive and Responsive Services

CSL/SPY 686 Counseling Theories and Interventions 20 Template revised August 2019 appropriate modes of counseling interventions in individual, small group, and large group settings. Assignment/Task CACREP DOE APs DOE Competencies & Skills – SC DOE Competencies & Skills – SPY NASP Evidence How Graded Quizzes 2.F.5.a. theories and models of counseling 6A-5.065 (2)(a) 1.c AP 1c Designs instruction for students to achieve mastery. 6A-5.065 (2)(a) 1.d AP 1d Selects appropriate formative assessments to monitor learning. 6A-5.065 (2)(b) 1.f AP 5f Implements knowledge and skills learned in professional development in the teaching and learning process. 1.1 Demonstrate knowledge of major counseling theories. 1.3 Apply relevant counseling theories and techniques to specific situations and populations. 1.4 Recognize criteria for selecting appropriate modes of counseling interventions in individual, small group, and large group settings. 3.1 Identify theories of cognitive and intellectual development 3.3 Identify theories of personality and social-emotional development. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 2.6 Preventive and Responsive Services

Syllabus - Counseling Theories and Interventions CSL 686

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