UNIVERSITY OF MARYLAND

Graduate Programs - Europe

Counseling and Personnel Services (CAPS)

COURSE: EDCP 616 Counseling II: Theory and Practice

INSTRUCTOR: Collegiate Professor, Scott E. Borrelli, EdD, ABPP.

E-mail ADDRESS: sborrell@faculty.ed.umuc.edu

COURSE DATES:  Terms II & III;  25 Oct (2002),  16 Nov,  7 Dec, 25 Jan (2003),  8 Feb,
                                22 Feb,  8 March.

COURSE LOCATION: Mildenhall, United Kingdom

COURSE TEXTS:

Corey, G. (2001). Theory and practice of counseling and psychotherapy. (6th ed.). Pacific Grove, CA: Brooks/Cole.

Corey, G. (2001). Manual for theory and practice of counseling and psychotherapy (6th ed). Pacific Grove, CA: Brooks/Cole.

Egan, G. (2002). The skilled helper. (7th ed.). Pacific Grove, CA: Brooks/Cole.

Egan, G. (2002). Exercises for helping skills (workbook). Pacific Grove, CA: Brooks/Cole.

Additional reading materials will be recommended and provided by the Instructor.

INTRODUCTION

Counseling is both an art and a science, and professional preparation reflects this dual concentration. As a counseling graduate student, you must have a clear understanding of and appreciation for the rigors of the scientific approach that provides the foundation of our work. This knowledge will help you to select the best strategies for specific people and issues, based on concepts and theories that have proven themselves. You must also have a clear understanding of and appreciation for the diversity of people, exercising rational and  intuitive skills as you participate in the therapeutic journey.

The art of observing and listening sensitively and well is crucial for the counselor dedicated to the wellness of individuals and of society. This course in the theory and practice of counseling explores the major philosophies, theories and techniques for professional counseling. Human nature, coping styles, psychopathology, and developmental issues will be examined from different theoretical perspectives. The importance of personal growth and self-awareness for the developing counselor will be emphasized throughout the course. Students will continue the process of integrating personal style and philosophy into an effective counseling approach. The development of basic counseling skills will be accomplished through in and out of classroom practice by recording and critiquing relationship building counseling sessions.

 

The specific objectives for this course are:

1) Increased understanding of the personal and professional characteristics of effective counselors;

2) Knowledge of professional and ethical standards and appreciation for the complexity of ethical issues in the field of counseling;

3) Understanding of the therapeutic applications related to a variety of personality, learning, systems and eclectic/integrative theories in counseling and psychology, including multi-cultural counseling theory;

4) Integration and synthesis across various therapeutic models as they are applied to the complexities of actual individuals, couples, families, and systems;

5) Understanding and applying the several core counselor attributes that contribute to successful helping relationships, including values, observation, listening and communication skills, cultural sensitivity, and empathy;

6) Understanding and applying Egan's model in effectively helping the client define their present situation, conceptualize and commit to a preferred situation, and develop, implement and evaluate actions leading to valued outcomes.

7) Appreciate the importance of intentional personal growth through a commitment to continuing self-awareness activities.

COURSE REQUIREMENTS

In order to benefit fully from the technological enhancements to this course, students are strongly encouraged to have reliable email and Internet capabilities as a course Web Board will be established.

Students will be responsible for completing the following requirements:

1) Class attendance and participation. The class will have a practice/experiential component.

2) All Corey and Egan Workbook Exercises.

3) Peer Counseling Session - audiotaped, transcribed, and critiqued.

5) Class Presentation and class exercise related to the theories.

6) Quizzes and Final Exam.

ASSIGNMENT DESCRIPTIONS

Corey and Egan Workbook Exercises: In the accompanying workbooks for each of the course texts, you will be responsible for completing most activities. Your written responses to the exercises will be shared with the Instructor and your classmates for feedback.

Peer Counseling and Critique: Each student will conduct an audiotaped or videotaped brief counseling session with a peer. A multi-modal assessment (Lazarus) will be completed, as well as three pages of transcript and analysis of counseling skills, and a summary of the experience including a personal assessment of strengths and areas needing improvement, and a plan for improvement of skills.

Class Presentation: Either individually or in pairs, students must organize and present a "lesson" to the rest of the class dealing with specific counseling theories. The presentation must include an experiential component for the class, as well as informative hand-outs.

Final Examination & Quizzes: Students will complete chapter quizzes and a multiple-choice final exam.

 

Web Board: Online participation and small assignments in-between class meetings.

COURSE POLICIES

Students should be aware of all relevant University of Maryland Graduate Programs and CAPS policies as well as the following course policies:

ASSIGNMENTS are due as indicated in the Schedule of Assignments and must be completed on time. Unexcused late assignments will result in lower grades. All assignments must be carefully proof-read, typed, double-spaced and follow the latest APA style writing format;

ATTENDANCE AND PARTICIPATION in class and the Online Web Board must be regular and continuous in order to benefit from and contribute to the learning process;

CLASS ENVIRONMENT expectations include following the highest ethical standards from both the Instructor and the students in terms of confidentiality and respect for human rights, safety, and welfare.

NOTE: sometimes the material and topics covered in this course can cause students to question the counseling needs of the student, a family member or friend. If diagnosis and treatment issues arise, the Instructor will assist with referral to an appropriate source outside the educational setting as this course is for academic rather than clinical purposes;

GRADES OF "I" (INCOMPLETE) will be granted only in extreme cases where illness, family emergency, or military duty interferes with course completion;

SPECIAL NEEDS accommodation for students with a disability or exceptionality must be discussed with the Instructor. Students are also encouraged to discuss any classroom situations that cause them discomfort or uncertainty.

GRADING: Grading will be as objective as possible with grades given for mastery of the material and evidence of progressive professional growth. Students will not be in competition with each other for grades but will be in competition with themselves in terms of mastery of the course material.  Each area of assessment below is worth 20% of the final grade.

Attendance/Participation in Class and Online Web Board

Corey and Egan Workbook Exercises

Peer Interview and Critique

Class Presentation

Final Examination & Quizzes

Optional/Extra Credit Assignments:

Some students may prefer to complete alternate or additional assignments in order to improve and/or practice specific skills. These options can be discussed early in the course and might include:

Interview with Professional Counselor

Final Project 

COURSE SCHEDULE

ALL READINGS and WORKBOOK EXERCISES SHOULD BE COMPLETED IN ADVANCE OF CLASS.

The Instructor reserves the right to make minor changes in the course schedule and assignments in order to improve the learning experience. Changes will be discussed during the first class meeting.

CLASS 1, Saturday, 26 OCTOBER (2002):

Introduction to Counseling Practice Corey, Chs 1,2.

Ethical Issues, Corey, Ch 3.

Introduce Online Web Board

Quiz

DUE: Corey Workbook Exercises 

CLASS 2, Saturday, 16 NOVEMBER:

Psychoanalytic & Adlerian Therapies Corey, Chs 4,5.

Existential & Person-Centered Therapies Corey, Chs 6,7

DUE: Corey Workbook Exercises/ Quiz

CLASS 3, Saturday, 7 DECEMBER:

Gestalt & Reality Therapies Corey, Chs 8,9.

Behavior Therapies, Corey, Chs 10.

Preparation/ Practice for Peer Interviewing

DUE: More Corey Workbook Exercises/ Quiz

DUE: Presentations

 

CLASS 4, 25 JANUARY (2003):

Cognitive-Behavior Therapies, Ch. 11.

Feminist Therapy; Family Systems Therapy Corey, Ch 12,13.

DUE: Corey Workbook Exercises.

 

CLASS 5, 8 FEBRUARY:

Introduction to The Skilled Helper Model Egan, Chs 1,2.

Values and Valuing in Counseling, Egan, Ch 3.

Multi-Cultural Therapy (Sue; Arredondo)

Multi-Modal Assessment (Lazarus)

DUE: Egan Workbook Exercises/ Quiz

 

CLASS 6, 22 FEBRUARY:

The Therapeutic Dialogue: Listening, Empathy, Probing, Summarizing Egan, Chs 4,5,6,7.

Stage I-A: Identifying and Exploring Problems and Opportunities; Reluctance and Resistance Egan, Chs 8,9.

Stage I-B: Challenging Skills, Egan Chs 10,11,12

Stage I-C: Leverage, Egan Ch 13

DUE: Egan Workbook Exercises/ Quiz

DUE: Presentations

DUE: Peer Interview

CLASS 7, 8 MARCH:

Stage II-A/B/C: Determining Client Needs, Wants, Commitment Egan, Chs 14,15, 16, 17.

Stage III- A/B/C: Strategies and Goals Egan, Chs 16,17,18.

Integration Egan Chapter 21

DUE: Presentations

DUE: Final Exam AND Closure.

INSTRUCTOR BIOGRAPHY

Dr. Scott E. Borrelli is collegiate professor with the University of Maryland, European Division since 1993. He is a licensed psychologist and National Certified Counselor and School Counselor, and a Chartered Psychologist with the British Psychological Society. Dr. Borrelli holds Diplomate, Board Certification in Clinical Psychology and Counseling Psychology, psychopharmacology, and clinical hypnotherapy.

Dr. Borrelli has also been Assistant Professor with Boston University.  He has taught and practiced psychology, counseling, and psychotherapy for over twenty years, in a variety of settings and with a wide range of populations. Settings include mental health centers, university counseling centers, community mental health clinics, industry and business, hospitals, elementary and secondary schools. He has special interests in health and wellness psychology, psychopharmacology, clinical hypnotherapy, trauma, issues of multiculturalism and diversity, and EMDR. He holds an integrative/eclectic professional orientation, rooted in the belief in each individual's innate ability to problem-solve, cope creatively, and live well. Originally from Boston, he now lives in London. You can see some of his work on trauma at: www.emdr-practitioner.net