Department of Educational Psychology and Leadership Studies

Faculty of Education

ED-D 518 (F01) Counselling Psychology [1 1/2 Units]

September 14 to November 30, 2010.

MAC D281

Instructor:  Dr. Honoré France, Professor, hfrancer@uvic.ca, 

(250) 721-7858, www.educ.uvic.ca\faculty\hfrancer\france.htm

Text:  We will be using a selection of journal articles, published book chapters (with permission) and un-publish manuscripts that will be available on September 7, 2010.Course Readings Link Page

Calendar Description: Contemporary theories and approaches to counselling and psychotherapy for individuals, couples, and families across the lifespan.

Enhanced Course Description:  This course is designed to provide graduate counselling psychology students with an in-depth study of selected theories of counselling and psychotherapy.  The theories studied will take you beyond the historically influential theories and contemporary theories in psychotherapy.  The values, beliefs, philosophies and practices that make these theories useful in school and community settings.  While you will be able to explore the selected theories, the aim is to build on the work you accomplished in ED-D 518 by  providing you with advanced knowledge of how these theories are practiced.  As a professional counsellor you  will be assisted in articulating your personal theory of change in counselling. 

The format of this course is organized on a two week cycle of topics which will provide you with the opportunity to experience and practice selected thories; my hope is that there will be an active and respectful exchange of information and ideas in the class.  In order to ensure this seminar is a positive and enriching experience for you and your colleagues, the following conditions are expected to be met:

 Course Objectives:

 The objectives for the course include: 

1. An understanding of selected counselling theories, their fundamental differences and commonalities, their underlying beliefs and assumptions, as well as the populations and circumstances for which they are most suited.
2. A critical examination of the therapeutic process from within the framework of your own experience, values, strengths and professional goals.
3. An understanding of the morals and ethics of helping.
4. The articulation of your own philosophies/beliefs about the counselling process (i.e., making the implicit more explicit).
5. To begin to link theoretical concepts with practice issues.

Course Format:

  The course format will include lectures, examples/demos, discussions and small group work.  The course pack and reading list will be added in the following weeks.

 Course Requirements and Evaluation: 

 1.      Submission of Critical Reflections for each readings for the weekend (21%).  Each week’s seminar will be based on the material in the text. You are to choose 3 topics of your choice and write a 4 page single spaced critique of the readings for that topic on that topic (e.g. using the readings critique the topic, which could be the pluses and minus of the theoretical approach).  The critique is due one week after the end of the topic is concluded.   In should be in the first person sharing your analysis, feelings and vision of how practical the theory would be in your work setting (7% each for the 3 critiques). 

2. Group Facilitation-Presentation (34%).  You will work in a small group and focus on  one of the theories and facilitate and demonstrate the theoretical background and practical application of the theory in counselling practice.  Each group will be allotted approximately 90 minutes of class time for the facilitation, discussion and demonstration.  Your group will be graded on the organization, creativity, integration of theory and practice, and the overall thoughtfulness and salience of the questions and ideas they bring up for their colleagues to discuss (note: this is not intended to be a lecture, but rather a facilitated discussion with stimulation and ideas based on the reading/chapter coming from the facilitator).

 3.       Counselling theory Paper (45%).  This assignment is based on course readings and assignments, class discussions and your own experiences/reflections, articulating your personal theory of counselling.  You can include some of the following ideas in your paper:

ü      What is human nature?

ü      What is normal/abnormal, healthy/pathological … “the good life”? … and how do problems develop?

ü      How do personality differences develop?

ü      What motivates people in general?

ü      Why do clients come to counselling?

ü      What do you believe to be true about clients?

ü      What are the goals of counselling…and how do you know when they are achieved?

ü      What techniques are to be used to achieve the goals of counselling?

ü      How do you think change comes about in therapy? …and what is your focus (e.g., body, behavior, emotions, relationships, cognitions, environment, culture, spirituality?)

ü      What’s science/art of therapy?

ü      Is there a metaphor for how you regard the therapeutic process/relationship?

ü  How would the practices of this theory work for me in my job setting. 

The paper should not exceed 16 double-spaced, typed, size 12 font (e.g., Times New Roman) pages.  You are to use the APA format; papers can be submitted electronically but will have marks deducted if handed in late (3% per day late). The criteria for evaluation of theory papers are:

 Ø      Organized & flows well; 

Ø      Focus is clear, specific vs. global, generalized; 

Ø      Development of ideas expressed fully, clearly, logically vs. vague, wordy, or rambling; 

Ø      In-depth understanding demonstrated of counselling and change process;

Ø      Consistency and coherence;

Ø      Original sources for ideas and concepts documented;

Ø      Writing style consistent with graduate level.

 NOTE:  Any departure from this grading system must be submitted in writing to the Chair of the Department.  Approval of the Chair must be obtained prior to the distribution of the course outline.

1.  When numerical marking is used at the GRADUATE level, normally the following conversion from percentage to letter grades will be used:

A+   > 95         A-    85-89      B     75-79         C+    65-69        D      51-59

A     90-94       B+   80-84       B-   70-74         C      60-64        E or F  <50

2.  In assigning grades at the GRADUATE level, the following guidelines should be followed:

A+     Unusually superior scholarship, incorporating originality.  Complete mastery of subject matter.

A       Superior scholarship showing complete comprehension and synthesis of the subject matter.

A-      Excellent scholarship showing complete comprehension and sound application of information.

B+     Very good scholarship showing sound comprehension and good application of information.

B       Satisfactory scholarship, some lack in comprehension and application of subject matter.

B-  and below.  Unsatisfactory, noticeable gaps in knowledge or ability. Concerns about understanding and competency. Student's status must be reviewed by supervisory committee of the student and a recommendation for continuance be made to the Dean.

 September 13, 2010