Wake Forest University Department of Counseling

CNS741 Theories and Models of Counseling
Spring-1 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Michelle R. Ghoston

Email: ghostonm@wfu.edu

Lead Faculty: Dr. Philip Clarke

Email: clarkepb@wfu.edu

Lead Faculty: Dr. Saundra Penn

Email: spenn@wfu.edu

Course Description

Study of theories and approaches to professional counseling: psychoanalytic (Freud, Adler, Jung), person-centered (Rogers), existential (May, Frankl), behavioral (Skinner, Glasser), cognitive/rational (Beck, Ellis), systemic, postmodern. Professional orientation, issues, ethics, cultural pluralism, research, and trends in counseling.

Course Objectives

This course has primary emphasis:

Knowledge:

  1. The historical context from which counseling theories evolved. (CACREP 3.A.1; 3.E.1)
  2. The philosophical assumptions that underlie each of the major theories. (CACREP 3.A.1)
  3. The key components and major tenets of the major counseling theories, including feminist and multicultural perspectives. (CACREP 3.B.1)
  4. Strategies and techniques inherent in the major counseling theories. (CACREP 3.E.10)
  5. Current research related to counseling theories. (CACREP 3.E.21)
  6. Current knowledge base on process and outcome in counseling (CACREP 3.E.2).

Upon successful completion of this course, you will be able to:

  1. Identify the key names, concepts, strategies, and techniques associated with the assigned theories.
    • Means of assessment: midterm and final exams; in-class discussion and exercises.
  2. Compare and contrast different theories within counseling.
    • Means of assessment: midterm and final exams; Theoretical orientation paper.
  3. Identify and describe theory-based interventions utilized in current research literature.
    • Means of assessment: research article presentation.
  4. Engage in conceptualization and application of concepts & techniques from major theories to case examples.
    • Means of assessment: class discussion and in-class exercises; Case application paper.
  5. Synthesize concepts from the major theories to deepen self-understanding.
    • Means of assessment: journal; Theoretical orientation and metaphor assignment.

Course Materials

Course materials refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Murdock, N. (2016). Theories of counseling and psychotherapy: A case approach. (4th ed.) Pearson.

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is located in your course menu:

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course includes lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignments 1.1, 2.1, 3.1, 4.1, 5.1, and 6.1: Private Blog Entry

The purpose of this assignment is to assist you in increasing your self- knowledge and awareness. In order to help others, counselors must have a very sophisticated and comprehensive level of self-understanding. There is a very strong correlation between self-awareness and success in the clinical aspects of our training program. Use this course and your blog to help you grow and develop, so that you can be the type of counselor most able to help others.

Assignments 3.2 and 5.2: Case Study Papers

For these assignments, you will choose your preferred theory that has been covered in class to a case study that is provided (please do not create your own case study). In your paper, demonstrate how the particular theory helps you to understand the client by detailing your conceptualization of the client and the nature of his difficulties. You will then develop a basic treatment plan for the client, based upon the perspective of the specific theory. You will also discuss the techniques and approaches you would use with the client based upon the theory and the client’s possible response to your interventions.

Exams

You will complete a Final Exam in week 7. This exam is made up of two parts. For Part I you will match the corresponding term and its theory code with the term definition. Part II covers the material you have learned in this course and consists of 80 multiple choice questions and is open book. It is auto-graded and has a 2-hour time limit.

Student Learning Outcomes / Key Performance Indicators

There are two signature assignments for CNS 741, both Case Study Assignments, are submitted in Anthology Portfolio. The Case Study assignments will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO)/ key performance indicator (KPI) monitoring.

For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Case Study Assignments is III.e.1. and III.e.2: Students demonstrate knowledge and skills associated with identifying theories and models of counseling, using critical thinking and reasoning strategies. The Case Study Assignments also evaluates the ability to case conceptualize: III.e.3.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible
Discussions 600
Assignments 600
Final Exam 300
Total 1500

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Theoretical Foundations: Nature of Theory & Psychoanalysis (January 15–January 21)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Theory is a Good Thing

Course Objectives: 2, 5

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 1, Theory is a Good Thing, pp. 1–27

Read the following article located in the Course Reserves:
  • Cheston, S. E. (2000). A new paradigm for teaching counseling theory and practice. Counselor Education and Supervision, 39, 254–269.
 None None None
Lesson 2: Sigmund Freud and Classical Psychoanalysis

Course Objectives: 1, 2, 3, 5

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 2, Psychoanalysis, pp. 28–65
 Discussion 1.1: Drawing Connections/Introductions & Peer Responses (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 1.1: Private Blog Entry (due Day 7) Practice Quiz 1.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)

Week 2: Freud’s Legacy: Psychodynamic and Adlerian Theories (January 22–January 28)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Neoanalytic Approaches

Course Objectives: 1, 3

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 3, Neoanalytic Approaches, pp. 66–108
 None None None
Lesson 2: Psychodynamic Theory in Action

Course Objectives: 1, 3

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 None Discussion 2.1: Psychodynamic Theory (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 2.1: Private Blog Entry (due Day 7) Practice Quiz 2.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)
Lesson 3: Alfred Adler and Individual Psychology

Course Objectives: 1, 3

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 4, Individual Psychology, pp. 109–143
 None None None

Week 3: Person-Centered and Existential Approaches (January 29–February 4)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Person-Centered Counseling

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.9; 3.E.15 & 3.E.21

Read the following in your Murdock text:
  • Chapter 5, Person-Centered Therapy, pp. 144–176
 Discussion 3.1: Gloria Film Response
(Initial Post Due Day 4, Reply Posts Due Day 7)		 None None
Lesson 2: Existential Therapy

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.2; 3.E.3; 3.E.15 & 3.E.21

Read the following in your Murdock text:
  • Chapter 6, Existential Therapy, pp. 177–198
 None Assignment 3.1: Private Blog Entry (due Day 7)

Assignment 3.2: Case Study #1 Paper (due Day 7)		 Practice Quiz 3.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)

Week 4: Thought-Focused Approaches: REBT, Cognitive Therapy (February 5–February 11)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Behaviorism

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.12; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 8, Behavior Therapy, pp. 230–266
 None None None
Lesson 2: Rational Emotive Behavior Therapy

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.12; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 9, Rational Emotive Behavior Therapy, pp. 267–305
 None None None
Lesson 3: Cognitive Therapy

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.12; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 10, Cognitive Therapy, pp. 306–344
 Discussion 4.1: Cognitive Therapy in Action (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 4.1: Private Blog Entry (due Day 7) Practice Quiz 4.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)

Week 5: Beyond Behaviorism: More Action-Oriented Approaches (February 12–February 18)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Reality Therapy

Course Objectives: 1, 2, 3

CACREP Standards: 3.E.1; 3.E.9; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 11, Reality Therapy, pp. 345–367
 None None None
Lesson 2: Solution-focused Approaches Course

Course Objectives: 3, 4

CACREP Standards: 3.E.1; 3.E.2; 3.E.3; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 14, Solution-Focused Brief Therapy, pp. 449–477
  • Chapter 16, Mindfulness Approaches, pp. 505–536
 None Assignment 5.1: Private Blog Entry (due Day 7)

Assignment 5.2: Case Study #2 Paper (due Day 7)		 Practice Quiz 5.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)

Week 6: Outside the Box: Gestalt, Feminist, and Narrative Approaches (February 19–February 25)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: "I and Thou in the Here and Now": Gestalt Therapy

Course Objectives: 3

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 7, Gestalt Therapy, pp. 199–229
 Discussion 6.1: Fritz Perls/Gloria Film (Initial Post Due Day 7, Reply Posts Due Week 7, Day 7) None None
Lesson 2: Postmodernism/Constructivism: Feminist, Relational Cultural, and Narrative Approaches

Course Objectives: 3

CACREP Standards: 3.E.1; 3.E.15 & 3.E.21		 Read the following in your Murdock text:
  • Chapter 12, Feminist Therapy, pp. 368–395
  • Chapter 15, Narrative Therapy, pp. 478–504

Read the following article:

  • Comstock, D. L., & Hammer, T. R. (2008). "Relational-Cultural Theory: A Framework for Bridging Relational, Multicultural, and Social Justice Competencies" (PDF). Journal of Counseling & Development, 279–287.
 None Assignment 6.1: Private Blog Entry (Due Day 7) Practice Quiz 6.1: Review (Not graded) (due Week 6, Day 5 at 11:59 a.m.)

Week 7: Review and Reflection (February 26–March 3)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: A Useful Paradigm for Counseling Theories

Course Objectives: 4, 6

CACREP Standards: 3.E.15 & 3.E.21		 Review the following article located in Course Reserves:
  • Cheston, S. E. (2000). A new paradigm for teaching counseling theory and practice. Counselor Education and Supervision, 39, 254–269.
 Discussion 7.1: Cheston Article (Initial Post Due Day 4, Reply Posts Due Day 7) None Test 7.1: Final Exam, Part I (opens Day 1 at 12 a.m., closes Day 5 at 11:59 a.m.)

Test 7.2: Final Exam, Part II (opens Day 5 at 12 p.m., closes Day 7 at 11:59 p.m.)