PSY 332: Counseling & Psychotherapy (Winter, 2002)
Dr. Stephen Dine Young
Office: Science Center 156
Class Times: M, W, F 12-1; Th 12-2
Office Hours: M, W 1-3 & by appointment
Phone: 866-7319
e-mail: youngst@hanover.edu
Course Description and Goals
The primary purpose of this course is to introduce students to the theories and practices associated with the most prominent approaches of counseling and psychotherapy. While not all forms of therapy are covered, an effort is made to consider representative ideas and techniques from all of the major approaches. In the didactic portion of this course, students will learn how various approaches conceptualize the process of therapeutic change, and how this change can be facilitated through the use of particular psychological techniques. This goal will be achieved through a combination of lecturing, independent reading, classroom discussions, in-class demonstrations (live and recorded) and a field trip.
The lab portion of this course will give students an opportunity to develop some of the basic “helping” skills that underlie most forms of psychotherapy and counseling. While students will not become experts in any particular psychotherapeutic modality, they will get to practice fundamental ways of interacting with other people that are the building blocks of effective therapeutic intervention. These skills will hopefully be useful to students if they enter the helping professions (psychology, social work, medicine, etc.) or if they enter professions where interpersonal interaction is important (business, teaching, etc.).
Texts
Ivey, A.E., D’Andrea, M., Ivey, M.B. & Simek-Morgan, L. (2002). Theories of counseling and psychotherapy: A Multicultural Perspective New York: McGraw-Hill Co., Inc..
Okun, B. F. (2002). Effective helping: Interviewing and counseling techniques (6th Ed.). Monterey, CA: Brooks/Cole Publishing.
On Reserve
Lambert, M.J. & Bergin, A.E. (1994). The effectiveness of psychotherapy. In A.E. Bergin & S.C. Garfield (Eds.) Handbook of psychotherapy and behavior change (4th Ed.). New York: John Wiley.
Nystul, M.S. (1999). Group counseling. Introduction to counseling: An art and science perspective. {Ch. 12, pp. 305-320} Boston: Allyn & Bacon.
Yalom, I.D. (1989). Love’s executioner. New York: Harper Collins. {Chs. 4 & Ch. 6}
Exams
There will be three in-class exams. The first two will be worth 100 points each. The final exam will be worth 150 points and will be partially cumulative. Exams will be primarily short essay. The exams will cover the didactic reading materials and classroom activities. In addition, some of the material from the lab readings and exercises will be included as well; I will let you know what you are responsible for in this regard as we go along.
Reading Materials & Written Responses
There will be a reading assignment for each week. I strongly encourage you to have these assignments read by Monday. On Wednesday of each week, you will submit 5-6 reflective/critical questions that you have about the reading material. Each submission will be worth 10 points. Late submissions will be subject to a 50% deduction.
Lab Reports
A lab report will be due most Thursdays. There will be a approximately 8 lab reports worth a total of 120-150 points. Most of the reports will be worth 10 points each although some of the later ones will be longer and worth a little more. The content of these reports will be based on laboratory exercises, typically those conducted the week before. The primary purpose of these reports will be to summarize the lab experiences and to induce reflection and self-evaluation of these experiences. Specific details will be provided for each report during laboratory time. A 10% deduction will be made for each day a report is late.
Attendance, Preparation & Participation
Attendance will be taken for each class but will not be formally factored into your grade. However, for “borderline” cases, I reserve the right to raise final course grades by one step (e.g., B+ to A-) for those individuals who have demonstrated outstanding attendance and preparation, thoughtful class participation, or some other evidence of learning not captured in the formal grading. I also reserve the right to lower your grade for poor attendance and repeated lack of preparation.
Grading
(Total of 600 points)
540-600 A
480-539 B
420-479 C
360-419 D
359 & BelowF
Assignment of +’s & -’s will be made based the overall distribution of scores and other factors (e.g., participation and attendance).
Class Schedule
Date Topic Reading
1/7-1/11 Introduction Ivey, Ch. 1; Yalom, Chs. 4 & 6
1/14-1/18 Psychoanalytic therapy Ivey, Ch. 4; Case #1
1/21-1/25 Variations in psychodynamic therapy Ivey, Ch. 5; Case #2
1/28-2/1 Person-centered therapy Ivey, Ch. 8; Case #3
2/4-2/6 Gestalt & Experiential approaches Ivey, Ch. 9; Case #4
2/8 Exam #1
2/11-2/15 Behavioral therapy Ivey, Ch. 6; Case #5
2/18-2/22 RET/Cognitive Therapy Ivey, Ch. 7; Case #6
2/25-3/1 Winter Break
3/6-3/8 Family therapy Ivey, Ch. 13
3/11-3/13 Eclectic therapy Ivey, Ch. 7
3/15 Exam #2
3/18-3/22 Play therapy TBA
3/25-3/29 Group therapy Nystul, Ch. 12
4/2-4/6 Multicultural therapy Ivey, Ch. 10
4/9-4/13 Outcome Research and Ethics Lambert and Bergin; Okun, Ch. 9; Class Handouts
Week of 4/15 Final Exam (as per college schedule)
Lab Schedule
Date Topic Reading
1/10Introduction to lab --
1/17Intro to the Helping Relationship Okun, Ch. 1
Lab Report #1 due
1/24The Helping Relationship Okun, Ch. 2
Lab Report #2 due
1/31Communication Skills Okun, Ch. 3
Lab Report #3 due
2/7Building the Relationship Okun, Ch. 4
Lab Report #4 due
2/14Introduction to Strategies Okun, Ch. 6
2/21Applying Strategies Okun, Ch. 7
Lab Report #5 due
2/28Winter Break
3/4 (Mon) Field Trip to the Cincinnati VA--
3/14 No Class/Individual Supervision --
Lab Reports #6 due
3/21 Student Interviews --
3/28Student Interviews --
Lab Report #7 due
4/4Madison State Interviews --
4/11Madison State Interviews --
Lab Report #8 due
Week of 4/15 No Class/No Lab Report