Syllabus -- [PDF Download]
August 29 -- [LINK 1]
[LINK 2]
Start with Link 1, followed by Link 2. Be sure to take notes as to what counseling involves, what is related to effective counseling, what theoretical perspectives
therapists should use, and so forth.
August 31 -- [LINK]
The link takes you to a brief article on active listening skills, the foundation of good counseling/therapy.
September 7 -- [LINK]
Read through p. 51. You may skip the section labeled "Study Guide," but consider some of the small exercises along the way. In class we will practice the skills described in these two brief chapters.
September 12 -- [LINK 1]
[LINK 2]
The first link provides a nice brief overview of the mental status exam. Read up to where the article mentions suicide statistics (seemingly for no good reason).
The second link provides one clinician's outline for the mental status exam, along with some examples.
September 14 -- [LINK 1]
[LINK 2]
These two links are to two pages at the same site. Together they provide an overview of formal psychological assessment and testing.
September 19 -- [LINK]
Read up to the section labeled "Reducing Misdiagnosis Due to Diagnostic Bias" (of course you're always free to read beyond). As you tackle this article, focus on understanding what each form of potential bias
looks like when it rears its head in a counseling relationship.
September 26 -- [LINK]
At this link, read the first two "sessions." The term "session" has nothing to do with the counseling sessions, but appears to have to do with the training sessions in which this article is used.
September 28 -- [LINK]
October 3 -- [LINK]
Start with page 1, then jump down to the sections labeled "Session 2" and "Session 3."
October 5 -- [LINK 1]
Read up to the section labeled "Critical Incident Stress Debriefing and Management."
October 10 -- [LINK]
October 17 -- [LINK]
The reading provides an overview of psychoanalysis. Focus on what the therapist does with a typical client, and why. In other words, what are the assumptions about what causes clients' problems, and what the therapist needs to do to be helpful with those problems?
October 19 -- [LINK]
The readinig provides an overview of client-centered therapy. Focus on what the therapist does with a typical client, and why. In other words, what are the assumptions about what causes clients' problems, and what the therapist needs to do to be helpful with those problems?
October 24 -- [LINK]
Just like with the other approaches to therapy, focus on what the therapist does with a typical client, and why. In other words, what are the assumptions about what causes clients' problems, and what the therapist needs to do to be helpful with those problems?
October 26 -- [LINK]
This is a large PDF to download, so it may take a minute. Scroll down and start with p. 44-50. Also include p. 53 as a nice overview of the primary forms of
cognitive disortion and irrational belief that cause problems in peoples' lives. There's plenty more in this online book if you're interested, but the assigned
portion covers identifying the cognitive distortions assumed to be the problem by cognitive and cognitive-behavioral therapists.
October 31 -- [LINK]
Just like with the other approaches to therapy, focus on what the therapist does with a typical client, and why. In other words, what are the assumptions about what causes clients' problems, and what the therapist needs to do to be helpful with those problems?
November 2 -- [LINK]
Ideally, read the first 13 pages on this article on Solution-Focused Therapy. If pressed for time, read the first 8 pages. Just like with the other approaches to therapy, focus on what the therapist does with a typical client, and why. In other words, what are the assumptions about what causes clients' problems, and what the therapist needs to do to be helpful with those problems?
November 9 -- [LINK 1]
[LINK 2]
Each link provides a brief overview as to what is entailed in group therapy. Notice the similarities and differences in the two presentations.
November 14 -- [LINK]
This article is written for couples considering counseling. I think it provides a nice introduction to the kinds of issues that couples often bring to counseling, and what they can expect from couples counseling.
November 16 -- [LINK 1] [LINK 2]
The first link provides a general overview to family therapy, whereas the second link accomplishes the same with regard to play therapy.
November 21 -- [LINK]
So many psychology students today say they want to become forensic psychologists. Here is a brief interview with someone who is indeed a forensic psychologist. What aspects of this job description surprise you?
November 28 -- [LINK]
There are a few primary professional organizations that encompass the various types of professional counselors. Each has its own set of professional ethical principles, although they are quite similar. This link takes you to the American Counseling Association. Click on the PDF in the middle of the page. Then familiarize yourself with page 4-6 (most of Section A). Some principles in the other sections also apply to the counseling relationship, so feel free to look around. We'll be discussing the various ethical issues in class.
November 30 -- [LINK]
As you read pages 3-7 of this task-force report, imagine how it would apply to you as a counselor. What aspects of the role would be likely to cause burnout? What could you do to stay fresh and effective as a therapist?
