University of New Mexico

Counseling 621: Advanced Theories of Counseling

Section 001      3 Credits

Spring 2006     Wednesday 4:15 - 6:45

Mitchell Hall 216

 

Assistant Professor:  David Olguin, PhD, LPC

                                    115 Simpson Hall

                                    277-5324; e-mail: dolguin1@unm.edu

                                    website: www.unm.edu/~dolguin1

 

Office Hours:             Wednesday 11:00-12:30p.m., Thursdays 11:00-12:15p.m.,

and by appointment

 

Teaching Assistant:   Helen Tafoya, MS, LPCC

 

Text:                           Student Selected Readings

 

Course description

            This course is intended to provide students with an in-depth study of contemporary theories of counseling and psychotherapy.  The class will be conducted in a seminar format requiring substantial student involvement.  The beginning of the semester will contain exploration and discussion over student chosen theories.  As the semester moves on students will engage in REAL PLAY counseling sessions.  The semester will conclude with student case conceptualizations about their chosen theory and “real play client.”  It is the students’ responsibility to check their UNM email account and course website on a regular basis.

 

Course goals and requirements

            The goal of this course is to prepare each student with an overview of contemporary theories, practices, and research in counseling and psychotherapy. This course is a prerequisite and not a substitute for practice in providing the kinds of psychotherapy which will be covered during the course. Students with the intention of becoming skilled in the practice of a particular type of psychotherapy discussed in this course are encouraged to seek appropriate supervision. Finally it is hoped that the course will stimulate thought and sharpen students’ critical reading and thinking skills.

            Since this course is preparation for professional work, the requirements of the course are intended to mirror the expectations placed on counselor educators and supervisors.  Attendance is necessary.  Absence from more than one lecture is excessive and will result in a reduced grade. Each student is expected to prepare for class by reading their chosen journal/textbook articles. Each student, on the day you present your theory, will be responsible for facilitating class discussion and for having typed handouts for each person in class.  Similarly, each student is required to participate actively in class discussions.

            Each student will assume the counselor role and get an assigned client to practice one’s chosen theory.  Each student will engage in three counseling sessions, and he/she must operate accordingly to the chosen theory.  Sessions will take place in the classroom.  Lastly, each student will be asked to do a class presentation known as case conceptualization. The presentation should be about 30 minutes in duration including time for discussion.  

 

How Learning Will Take Place

You will be exposed to a variety of learning modalities including:

  1. Discussions facilitated by instructor, teaching assistant and students
  2. Small group discussion
  3. Large group discussion
  4. Participation in clinical counseling trials
  5. Power point presentations
  6. Reading assignments
  7. Writing assignments
  8. Participation in class and group assignments
  9. Feedback exchange

 

Expectations of Professionalism

Student Rights and Responsibilities/Requirements:

  1. Attend class on time; i.e., late arrivals disrupt the learning environment (Grade can be affected due to tardiness and absences).
  2. Have access to all required readings.
  3. Students MUST READ ASSIGNED READINGS PRIOR TO CLASS!!!!
  4. Students must activate, use and check their UNM email addresses on a daily basis.
  5. Students MUST check Dr. Olguin’s website, FREQUENTLY.
  6. Maintain confidentiality (What is discussed in class stays in the class).
  7. Be courteous and treat all persons in the classroom with respect; different opinions will be shared/expressed to the extent that not everyone will be in agreement.
  8. To ask for clarification at any time.
  9. Students have the right to express their opinions.
  10. Read the “Rights and Responsibilities at The University of New Mexico” (UNM Student Handbook/Pathfinder).
  11. To comply with the “Policy on Academic Dishonesty” (Student Handbook).
  12. Confrontations will be presented professionally; counselors are advocates for conflict resolution. “What worked for me/What didn’t work for me” are the stems to be used when giving feedback.
  13. Know the code of ethics and standards outlined by the American Counseling Association (ACA, http://www.counseling.org/resources/ethics.htm#ce).
  14. Students with known physical/mental limitations must contact the Student Support Services, and instructor, at the beginning of the semester.
  15. Monitor congregation of small group allies outside of class time, gossip in educational environments can be detrimental and disrupt learning and group processes.
  16. Staple assignments if longer than one-page (no paper clips or manual bending of corners).

 

Students with Disabilities

It is the policy of UNM to accommodate students with disabilities, pursuant to federal law, state law, and the University’s commitment to equal educational opportunities.  Any student with a disability who needs accommodations (for example, seating placement, arrangements for examinations, or in class activities) should inform the professor at the beginning of the course.  Students with disabilities are encouraged to contact Student Support Services; they are located in room 2021 Mesa Vista Hall, and their telephone number is 277-3506.

 

Grading

Class Attendance          If more than ONE absence (Ex/Un), then grade is lowered one letter grade

Professional Statement  10%

Consent Form              10%

Class participation        20% (feedback, comments made during class)

Theory Presentation      20% (evidence of research, adequate background, thorough reading, handouts and facilitation of class discussion)

Counseling Sessions      30% (application of chosen theory, receptivity to feedback)

Case Conceptualization  10% (integration of chosen theory, real play client, receptivity to feedback)

 

99-100- A+                 93-98- A                                 90-92- A-                    89-        B+

83-88-   B                    80-82- B-                                79-      C+                    73-78-   C

70-72-   C-                  69-Below- D or F

 

Theories

Students must choose one of the theories below and demonstrate in practice:

 

Object Relations            Cognitive Therapy         Cognitive Behavioral Therapy    Positive Psychology

Gestalt                          Adlerian                        Attachment

Self Psychology             Constructivist                Narrative

Feminism                      Psychoanalysis              Dialectical Behavioral Therapy

           

*Tentative Class Schedule*

 

January 18, 2006

 

Introductions

Discuss Theory

 

 

January 25, 2006

 

Student Assignment of Theories

Discuss Motivational Interviewing

 

 

February 1, 2006

 

Student Theory Presentations (Group A)

4:30-5:00 1st Presentation (Kylee)

5:00-5:30 2nd Presentation (Connie)

5:30-5:40 Break

5:40-6:10 3rd Presentation (Mark)

6:10-7:00 Client-Counselor Assessment

 

February 8, 2006

 

Student Theory Presentations (Group B)

4:15-4:45 1st Presentation (Judy)

4:45-5:15 2nd Presentation (Lesley)

5:15-5:25 Break

5:25-5:55 3rd Presentation (Nissa)

5:55-6:25 4th Presentation (Kylee)

6:25-6:45- Client-Counselor Assessment

NOTE THE TIME CHANGE FOR CLASS

February 15, 2006

 

Counseling Begins (Group A)

4:15

4:20-4:50 Session 1 (Kylee/Judy)

4:50-5:00 Feedback

5:00-5:30 Session 1 (Connie/Lesley)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session1 (Mark/Nissa)

6:20-6:30 Feedback

1st Professional Statement

February 22, 2006

 

Counseling (Group A)

4:15

4:20-4:50 Session 2 (Kylee/Judy)

4:50-5:00 Feedback

5:00-5:30 Session 2 (Connie/Lesley)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session 2 (Mark/Nissa)

6:20-6:30 Feedback

 

March 1, 2006

 

Counseling Ends (Group A)

4:15

4:20-4:50 Session 3 (Kylee/Judy)

4:50-5:00 Feedback

5:00-5:30 Session 3 (Connie/Lesley)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session 3 (Mark/Nissa)

6:20-6:30 Feedback

 

Consent Form

March 8, 2006

 

Case Conceptualization (Group A)

 

 

 

March 15, 2006

 

SPRING BREAK

 

 

 

March 22, 2006

 

Counseling Begins (Group B)

4:15

4:20-4:50 Session 1 (Judy/Kylee)

4:50-5:00 Feedback

5:00-5:30 Session 1 (Lesley/Connie)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session 1 (Nissa/Mark)

6:20-6:30 Feedback

 

March 29, 2006

 

ACA Conference

 

 

 

April 5, 2006

 

Counseling (Group B)

4:15

4:20-4:50 Session 2 (Judy/Kylee)

4:50-5:00 Feedback

5:00-5:30 Session 2 (Lesley/Connie)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session 2 (Nissa/Mark)

6:20-6:30 Feedback

 

April 12, 2006

 

Counseling Ends (Group B)

4:15

4:20-4:50 Session 3 (Judy/Kylee)

4:50-5:00 Feedback

5:00-5:30 Session 3 (Lesley/Connie)

5:30-5:40 Feedback

5:40-5:50 Break

5:50-6:20 Session 3 (Nissa/Mark)

6:20-6:30 Feedback

 

April 19, 2006

 

Case Conceptualization (Group B)

2nd Professional Statement

April 26, 2006

 

Common Factors in Counseling

Motivational Interviewing

 

 

May 3, 2006

 

Motivational Interviewing

 

May 10, 2006

Finals Week

 

 

 

Example Reading List of Theories

Common Factors?

  1. Blatt, S. J., Sanislow, C. A., Zuroff, D. C., & Pilkonis, P. A. (1996). Characteristics of effective therapists:  Further analyses of data from the National Institute of Mental Health Treatment of Depression Collaborative Research Program. Journal of Consulting and Clinical Psychology, 64, 1276-1284.
  2. Weinberger, J. (1995). Common factors aren’t so common:  The common factors dilemma. Clinical Psychology:  Science and Practice, 2, 45-69.
  3. Beutler, L. E. (2000). David and Goliath:  When empirical and clinical standards of practice meet. American Psychologist, 55, 997-1007.

 

Chaos and Complexity Theory

  1. Spronck, W. E. E. C., & Compernolle, T. H. L. (1997). Systems theory and family therapy:  From a critique on systems theory to a theory on system change. Contemporary Family Therapy, 19, 147-175.
  2. Brack, C. J., Brack, G., & Zucker, A. (1995). How chaos and complexity theory can help counselors to be more effective. Counseling and Values, 39, 200-207.

 

Object Relations Theory

  1. Hamilton, N. G. (1989). A critical review of object theory. American Journal of Psychiatry, 1552-1560.
  2. Scharff, D. E., Chase, C., & Birtles, E. F. (1997). From instinct to self: the evolution and implications of W. R. D. Fairbairn’s theory of object relations. International Journal of Psycho-Analysis, 78, 1085-1103.
  3. Lachmann, F. M. (1993). Self psychology: Origins and overview. British Journal of Psychotherapy, 10, 226-231.

 

Kohut’s Self Psychology (con’t) and Research and Practice Considerations of Contemporary Psychoanalysis

  1. Balter, L. & Spencer, J. H. (1991). Observation and theory in psychoanalysis: the self psychology of Heinz Kohut. Psychoanalytic Quarterly, 60, 361-395.
  2. Westen, D. (1991). Social cognition and object relations. Psychological Bulletin, 109, 429-455.
  3. Tonin, S. A. (1991). A comparison of psychoanalytic self psychology and Carl Roger’s person-centered therapy. Journal of Humanistic Psychology, 31, 9-33.

 

Multicultural Counseling

  1. Trevino, J. G. (1996). Worldview and change in cross-cultural counseling. The Counseling Psychologist, 24, 198-215.
  2. Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American Psychologist, 53, 440-448.
  3. Hansen, N. D., Pepitone-Arreola-Rockwell, F., & Greene, A. F. (2000). Multicultural competence: Criteria and case examples. Professional Psychology: Research and Practice, 31, 652-660.

 

Attachment Theory

  1. Lopez, F. G. (1995). Contemporary attachment theory: An introduction with implications for counseling psychology. The Counseling Psychologist, 23, 457-478.

 

Developments in Cognitive and Cognitive-Behavior Theories

  1. Mahoney, M. J. (1993). Introduction to special section: Theoretical developments in the cognitive psychotherapies. Journal of Consulting & Clinical Psychology, 61, 187-193.
  2. Mecihenbaum, D. (1993). Changing conceptions of cognitive behavior modification: Retrospect and prospect. Journal of Consulting & Clinical Psychology, 61, 202-204.
  3. Haaga, D. A. F. & Davison, G. C. (1993). An appraisal of rational-emotive therapy. Journal of Consulting & Clinical Psychology, 61, 215-220.

 

Cognitive Therapies

  1. Robins, C. J. & Hayes, A. M. (1993). An appraisal of cognitive therapy. Journal of Consulting & Clinical Psychology, 61, 205-214.
  2. Spence, S. H. (1994). Practitioner review: Cognitive therapy with children and adolescents: From theory to practice. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35, 1191-1228.

 

Constructivist Theories and Narrative Therapies

  1. Neimeyer, R. A. (1993). An appraisal of constructivist psychotherapies. Journal of Consulting & Clinical Psychology, 61, 221-234.
  2. Strand, P. S. (1997). Toward a developmentally informed narrative therapy. Family Process, 36, 325-339.
  3. Doan, (1998). The king is dead; long live the king:  Narrative therapy and practicing what we preach. Family Process, 37, 379-385.

 

Feminism and Psychotherapy

  1. Day, L. G. (1992). Counseling for women:  The contribution of feminist theory and practice. Counseling Psychology Quarterly, 5, 373-384.
  2. Wastell, C. A. (1996). Feminist developmental theory:  Implications for counseling. Journal of Counseling & Development, 74, 575-581.

 

Systems Theory

  1. Barton, S. (1994). Chaos, self-organization, and psychology. American Psychologist, 49, 5-14.
  2. Hayes, A. M. & Strauss, J. L. (1998). Dynamic systems theory as a paradigm for the study of change in psychotherapy:  An application to cognitive therapy for depression. Journal of Consulting & Clinical Psychology, 66, 939-947.