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NEW COURSE PROPOSAL
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USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses
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r-INS-T-RUCTIONS: This form is used to add a new course to the University course database. This form. is avai!abl.e
online at www.sc.e.dmvostt~cgg. · :
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Date: November 2, 2012 Campus: --=C:.=.o::.:::lu=m::..:b:..:::ia::;___ _ _ _ __ __ _ __ _ __ __
College/School: College of Education
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Department (if applicable): -'E=d=u::::c=ati.::.·o=n=a:=...:lS:::.:t=ud=i:.::::es::..___ _ _ __ _ _ _ _ __ _ _ __
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Undergraduate
Graduate
PROPOSED COURSE INFORMATION
Course Designation:
801
EDCE
4-letter Designator
# Credit Hours:
3
Course Title (24 character limit}:
Prefix
C: Variable
Course Number
Suffix
#Times Course Can Be Taken: --=--1
Advanced Techniques in School Counseling
K- Fixed
Cross-listed with which course?
4-letter Designator
Prefix
Course Number
Suffix
Course Description: (50-word limit)
Cours~;,;;,;,;~_.,_,
orequisites: .I__
E_n_c_E_7_2_1_______ ____________---.~
~ USC Campus
[J Off-Campus site
(If off-campus delivery is being requested, attach a completed Off-Campus Delivery (OCD) form.)
Course Delivery Location:
Course Delivery Method:
~
Traditional Delivery
0 Distance Technology Delivery {slreamlng W~eo. web-based, coovo)
(If distance technology delivery is being requested for the first time, attach a completed Distance Education Delivery (OED) fonn.)
Proposed Effective Term -Change to database/bulletin effective no sooner than:
Year: l,O 15'
Fall
Spring ~ May Session D Summer I C Summer II
r/
Required Resources: Does this course require additional faculty, facilities, library resources or funding?
0 Yes IX] No
(If yes, attach letters of commitment from appropriate official(s).)
Grading System:
(X; Standard
r :Pass/Fail Only
n Not Auditable
Rationale for grading system other than standard:
Enrollment Restrictions: Restricted to: Students enrolled the
Counselor Education School CounselinJD
Excluded:
Special Permissions required?
[J Department
Jg! Instructor .
IMPACT ON OTHER ACADEMIC UNITS & CAMPUSES
Does the proposed course affect the curriculum, studenta or academic Interest of any other unit at USC QJiumJia
cr on a USC Regional Campus?
0 YBI.
181 No
Identify which 11111(s)lcampl.l8(11)
(If )W, p/eBse attach l6ttfn of concurrem:e tom relev&nt unltr atJdQ' the Otfk;e of S}lstem A/fairs.)
REQUIRED ATTACHMENTS (Tt.folawlngdo~ • ~ mu.t bUIIIIChedW th'- fcnn t.rarn&Dnr...lon)
181 Coin& aylabua (see hllp:llwww.~e.aclllpro~BX.Ihlaf rur tYIIabUI gornponent gUdallnllllld lemplatl ~a)
1&1 Balle bibliography (list of required taxtl and IHCI1gs)
181 Jud1k:atlan Form (JUS)
0 lettal'l ofconcummce (If appropriate)
0
Le~Ja~s} commllllng rasourcea (If apprq:niaiB)
0 RelatBd cotne forms (If appmprlats) AD forma are avallible at www.ac.edulprowatlacadrog
0 Dlstarace Education Delivery (OED) Form (Initial approval anablng course tD be offered via dlstanoo technology)
CONTACT INFORMATION
COfltlct.PII'IOit:
KathY M. Byapa
ASllociatc Profmot
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[email protected]
Emil
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103-777-1937
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Olln.of._ Gradu•
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JUSTIFICATION FORM
USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses
Columbia
Educational Studies
Degree Program (if applicable): Ed.S. Counselor Education - School Counselig
0 Undergraduate
181 Graduate
The Counselor Education Program is requesting an additional course for our students in the School Counseling
specialty area. Currently, our students take a theories course in the summer of their first year in the program. It Is one
of the first courses they take and it is appropriate that this course be taught at the beginning of their program as it is a
foundation for their remaining courses. Because It Is taught In the summer, students receive a flurry of new
information. We have found that students have difficulty maintaining and transferring that knowledge to the courses
they need much later in their program (e.g. practicum and internship}. Students are often stifled In their work with
clients because they do not have a full grasp of how they should integrate theory with the techniqt.les they have
learned.
The proposed course is designed to dose that gap. It Is specifically designed to help students understand the
connection between theory and practice and will give them an opportunity to experiment with this new knowledge.
We believe this additional work In both theory and practice, taken after their theories and techniques classes, will help
students to be better prepared not only for their practicum and internship experiences, but also as they move to
careers as school counselors.
University of South Carolina I Provost Office I Justification Fonn Oct 2010 v3
EDCE 801 1
EDCE 801 Advanced Techniques in School Counseling
Syllabus
BULLETIN DESCRIPTION:
Connecting theory and practice in school counseling
COURSE DESCRIPTION:
This course has been designed to enhance the student's ability to integrate theories and
techniques of counseling to most effectively tailor their practice to clients' needs. The
course provides both a descriptive and evaluative review of the theoretical constructs
and therapeutic interventions associated with the major counseling and psychotherapy
approaches. The therapeutic strategies and skills that best match the needs,_
expectations and styles of client are the basis of the differential treatment component of
the course.
Prerequisite: EDCE 721
REQUIRED TEXTS:
Corey, G. (2012). Case Approach to Counseling and Psychotherapy, g th Ed. Thousand
Oaks, CA: Brooks/Cole, Cengage Learning .
Parsons, R. D. (2009). Translating theory to practice: Thinking and Acting like an expert
counselor. Upper Saddle River, NJ : Pearson.
Outside Readings as assigned.
LEARNING OUTCOMES:
Upon completion of this course, students will be expected to be able to meet the
following CACREP and DOE competencies:
1. Recognize the core counseling/psychotherapeutic skills and intervention strategies
necessary for effective and efficient counseling and psychotherapy outcomes with
clients.
2. Identify, define, and describe the theoretical constructs of the major approaches to
counseling and psychotherapy studied .
EDCE 801 2
3. Identify, define, and describe the counseling interventions associated with each
approach studied
4. Identify, define, and describe the research bases underlying each approach studied .
5. Evaluate and compare the efficacy, effectiveness, and efficiency of each approach
studied.
6. Identify and describe the ethical , legal and cultural issues related to course content.
CACREP: General: K.1.c, K.2.c, K.2.e, K.2.f, K.3.b-e, K.S.a, K.S.c, K.S.d, K.S.g,K. 7.b.
School: A.9, C2.g
COURSE REQUIREMENTS:
1. Attend all class sessions and be prepared to discuss the assigned readings for the
week.
2. Perform satisfactorily on examinations covering content from text, class
presentations, and supplemental readings.
3. Successfully complete a research assignment related to the major approaches
studied (Cf. detailed description below).
4. Actively engage in the course and participate in class discussions.
5. Complete and submit all assignments on QLbefore scheduled dates.
EVALUATION:
Mid-Term examination: 25 points
Final examination : 25 points
Videotape critiques: 50
Research Project: 50 points
Attendance and participation: 50 points
Total Points: 200
FINAL GRADE COMPUTATION
A
= 90% to1 00% of points
B+ = 87% to 89% of points
B = 80% to 86% of points
C+
=77% to 79% of points
EDCE 801 3
C = 70% to 76% of points
0 = 61% to 69% of points
F
= 60% and below of points
TEACHING METHODOLOGY AND USE OF TECHNOLOGY:
Instructional strategies used in this course include lecturettes, video case
demonstrations, focused class discussions, and videotaped role plays.
ATTENDANCE POLICY:
Students are expected to arrive promptly and participate in regularly scheduled classes.
Failure to participate in class discussions and activities will have an adverse effect on
student grades. Extraordinary conditions such as illness or family emergencies may
warrant an absence (please notify instructor when this is the case). Students are
expected to notify the instructor of their absence prior to the class missed. Students will
be responsible for all materials missed as a result of absence.
VIDEOTAPE ASSIGNMENT:
You will be in clinic groups of 3 with each of you acting as client, counselor and
observer.
Critiques: As an observer, you will critique the performance of the 'counselor' in your
team. You will take the videotape with you at the end of each session and write a
critique of the counselor's performance .
Using the critique outline that can be found online, you will give complete, concrete and
constructive <;;riticism. The rubric for this assignment may be found on Blackboard .
Eight (8) peer critiques are required Students submit critique of their colleagues as
follows: three for Solution-Focused Brief Therapy and one each for Adlerian , Social
Learning, Cognitive , Behavioral , and Cognitive Behavioral approaches.
EDCE 801 4
RESEARCH ASSIGNMENT:
You will be asked to prepare a term paper of 10-15 pages relating to your assigned
psychotherapy model/approach. To receive full credit the paper must be in 12 pt New
Times New Roman Font and conform to APA style guide (APA Publication Manual, 6
ed .) It should be double spaced except as noted below. Specifically, the paper will
consist of four parts.
Part I is a Clinical Case Report (following the model case report in Sperry, Carlson &
Kjos pp. 63-66 and 80-82). While the first sections of your report may be quite similar to
others students' report from the beginning to the end of the Diagnostic Formulation
section, your Clinical Formulation should be unique since it should very carefully reflect
your assigned model/approach. Accordingly, your Treatment Formulation section should
. also uniquely reflect your -particular model. This should be approximately 3-5 pages
single-spaced.
In Part II you are to review and analyze the clinical/empirical literature regarding (a)
validation of the key constructs of your assigned model/approach; and (b) the efficacy
and effectiveness of its interventions and methods. Cite and discuss at least five (5)
primary source research (clinical or empirical) studies in support of your analysis.
In Part Ill, you are asked to critically analyze your assigned model/approach with regard
to (a) the degree of "fit" of its constructs in providing a comprehensive explanation
(clinical formulation) of the Case of Stan. You should it a rating on a 0-100 scale; and
(b) its efficiency, i. .e, the extent to which the assigned model/approach's intervention
are "fit" or are able to be "tailored" to the Case of Stan . You should it a rating on a 0-100
scale
Part IV is an Annotated Bibliography of the resources used in the development of the
paper. Only citations from published texts and refereed journals are acceptable (online
journals included). Primary source/refereed journals are preferred. Provide a 1-2
sentence capsule summary of each reference.
EDCE 801 5
CLASS SESSION SCHEDULE, CONTENT AND READING ASSIGNMENT:
Week 1
Week2
Week 3-4
Week 5-6
Week 7-8
Week 9-10
Week 11-12
Week 13
Week 14
Integrative-Multicultural-Accountability Perspective;
Psychoanalytic Therapy /Diagnostic AssessmenU Clinical Formulation
Solution Focused Therapy
Adlerian Psychotherapy
Social Learning, Behavioral
Cognitive/Cognitive-Behavioral Therapy
Rational Emotive Therapy Handout
Reality Therapy
Wrap Up.
EDGE 801 6
Bibliography:
Adler, A. ( 1964 ). Social interest: A challenge to mankind. NY: Capricorn
Ansbacher, H & Ansbacher, R. (1956). The individual psychology of Alfred Adler. NY:
Basic Books.
Beck, A. (1976). Cognitive therapy and the emotional disorders. NY: New American
Library.
Bernard, M. (1991 ). Using rational emotive therapy effectively: A practitioner=s guide.
NY: Plenum.
Cain, D. (1990). Fifty years of client-centered therapy and the person-centered
approach. Person-Centered Review; 5 (1 ), -3-7.
Elliott, A. ( 1994). Psychoanalytic theory: An introduction. Cambridge: Blackwell .
Ellis, A. (1996). Reason and emotion in psychotherapy. Secaucus, NJ : Birch Lane
Press.
Freud, S. (1955). The interpretation of dreams. NY: Basic Books
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York:
Harper Collins.
Hajzler, D. & Bernard , M. (1991 ). A review of rational-emotive education outcome
studies. Schoo/ Psychology Quarterly, 6 (1 ), 27-46 .
Lazarus, A. (1989). The practice of multimodal therapy. Baltimore: Johns Hopkins
University.
Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. NY:
Plenum.
Rogers, C. (1951 ). Client-centered therapy. Boston : Houghton Mifflin.
Rogers, C. ( 1957). The necessary and sufficient conditions for therapeutic personality
change. Journal of Consulting Psychology, 21 95-103.
Sperry, L., Gudeman, J. , Blackwell, B. & Faulkner, L. (1992). Psychiatric Case
Formulation. Washington, DC: American Psychiatric Press ..
EDCE 801 7
Sperry,L. ( 1995). Psychopharmacology and Psychotherapy: Maximizing Treatment
Outcomes. New York: Brunner/Mazel.
Sperry, L. (1995). Handbook of Diagnosis and Treatment of DSM-IV Personality
Disorders. New York: Brunner/Mazel.
Sperry, L. Brill, P. Howard , K. & Grissom , G. Treatment Outcomes in Psychotherapy
and Psychiatric Interventions. New York: Brunner/Mazel , 1996.
EDCE 801 8
Carlson, J. Sperry, L & Lewis, J.(1996). Family Therapy: Ensuring Treatment Efficacy.
Monterrey: Brooks/Cole Publishers.
Sperry, L. & Carlson, J (1996). Psychopathology and Psychotherapy: From Diagnosis to
Treatment of DSM-IV Disorders. Second Edition. Philadelphia: Taylor &
Francis/Accelerated Development,
Sperry, L.(1999). Cognitive Behavior Therapy of DSM-IV Personality Disorders. New
York: Brunner/Mazel,
Dinkmeyer, D. & Sperry, L (2000). Counseling and Psychotherapy: An Integrated
Individual Psychology Approach, Third Edition. Columbus OH: Prentice-Hall.
Carlson , J. & Sperry, L. (2000). Brief Therapy with Individuals and Couples. Phoenix,
AZ: Zieg/Tucker Publishing.
Sperry, L.(2001 ); Integrative and Biopsychosocial Therapy: Maximiing Treatment
Outcomes with Individuals and Couples. American Counseling Association.
Sperry, L. (2003). Handbook of Diagnosis and Treatment of DSM-IV- TR Personality
Disorders, Second Edition. Brunner/Routledge.
Wubbolding, R. E. (1998), Using reality therapy. NY: Harper & Row.