Simon Fraser University
Engaging the World

Course Outlines

Fall 2020 - EDUC 323 E100

Introduction to Counselling Theories (3)

Class Number: 5081

Delivery Method: Remote

Overview

  • Course Times + Location:

    Sep 9 – Dec 8, 2020: Tue, 5:30–8:20 p.m.
    Burnaby

  • Prerequisites:

    60 units including EDUC 220.

Description

CALENDAR DESCRIPTION:

Survey of theories undergirding counsellor and teacher interventions aimed at promoting emotional growth, development and personal change. Examination of theories and their sociological, cultural and philosophical contexts. Exploration of links between frequently used interventions and the implicit theories underlying these strategies.

COURSE DETAILS:

In alignment with SFUs policies for the protection of public health, EDUC 323 will be delivered remotely in Fall 2020, with both synchronous and asynchronous elements. Plan to attend online during the scheduled class. Additional learning activities will be conducted asynchronously.


This course provides an overview of theories that guidecounselling and psychotherapy, engaging students in critical reflection on the implications of these theories for practice. Foundational and current counselling theories aligned with Psychodynamic, Cognitive and Behavioural, Existential and Humanistic, Constructivist and Postmodern, Indigenous, Multicultural, Social Justice, Feminist and Queer/LGBT approaches are surveyed. The course examines the philosophical assumptions about human beings, our social worlds, and human change processes that underpin counselling approaches. Theories will be critiqued from perspective of effectiveness, ethical practice, and appropriateness in the context of Canadian commitments to reconciliation, pluralism and human rights.

COURSE-LEVEL EDUCATIONAL GOALS:

This course uses readings, class discussion and lecture,online, participatory and experiential learning strategies designed to meet course objectives. Namely, in this course students will build a broad and deep enough knowledge of counselling theories to begin the process of articulating a theory of counselling that is defensible and congruent with personal values. To accomplish this primary objective, students will:   

  • examine a range of counselling theories, including the theories’ understanding of human beings, social worlds and change, therapeutic stance, key concepts and interventions, framing of problems or dysfunction, and view of healthy functioning 
  • become familiar with the counselling process, and elements of counselling interactions
  • critically examine counselling theories
  • evaluate evidence for the effectiveness and efficacy of counselling and psychotherapy  
  • identify their own values and understandings of human beings, social worlds, and change, and situate these in the philosophical underpinnings of counselling theories
  • review recommendations of Truth and Reconciliation Commission and the UN Declaration on the Rights of Indigenous People that are particularly relevant to Canadian schools and mental health professions
  • understand principles guiding ethical practice
  • critically apply counselling theories to practice issues that arise in multicultural settings common in Canadian schools and communities
  • practice critical self-reflexivity about how students own social positionalities shape values, counselling approach, and counselling interactions   

Grading

  • Contribution to class and group learning 15%
  • Quizzes (asynchronous) 20%
  • Theory Application Paper 25%
  • Group presentation or video of intervention 20%
  • Individual paper 20%

Materials

REQUIRED READING:

Jones-Smith, E. (2021) Theories of Counseling: An integrative approach. (3nd Ed.) Thousand Oaks, CA: SAGE.

eText (ISBN: 9781544384580) also acceptable.
ISBN: 9781544384559

RECOMMENDED READING:

American Psychological Association. (2010). Concise Rules of APA Style. Paperback or Ebook versions available.
ISBN: 9781433805608

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).