Syllabus - Counseling Theories and Interventions CSL 686

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CSL686

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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.

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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